Operating Exposure Essay Example

Operating Exposure Essay Example Operating Exposure Paper Operating Exposure Paper Xian- Janssen Pharmaceutical (China) and the Euro INTERNATIONAL FINANCIAL MANAGEMENT Case Questions and Answers 1. How significant an impact do foreign exchange gains and losses have on corporate performance at XJP? What is your opinion of how they structure and manage their currency exposures? During 2003, the dramatic raise in the value of Euro against the dollar resulted in foreign exchange losses of Rmb 75 billion, out of which Rmb 60 billion were charged as 2003 cost of hedging. The year of 2003 proved to be fortunate for the XJP Company, housing fund adjustment and inventory valuation reversal recorded extraordinary gains of Rmb 70 billion. These gains had lessened the negative influence of the foreign exchange losses on the company’s net earnings resulting in a net increase of Rmb 10 billion. In 2004, The Company estimated the Euro to further appreciate relative to the US dollar. Estimated foreign exchange losses were Rmb 75 billion. Since the year 2004 is unlikely to be fortunate like 2003, the appreciation of the Euro is estimated to affect the profitability of the company and result in a reduction of 4. 6% in net earnings. I think XPY Company should consider getting raw material and finished products from suppliers, other than JJ, specifically who are based in countries where currencies are pegged to the US dollar. Moreover, the company should negotiate and discuss the possibility of setting lower internal transfer prices and applying centralized hedging practices where the parent company attempt to net transaction exposure of all its subsidiaries. . JJ has roughly 200 foreign subsidiaries worldwide. It has always pursued a highly decentralized organizational structure, in which the individual units are responsible for their own performance from the top to the bottom line of the income statement. How is this reflected in the situation XJP finds itself? Examining the case of XJP along with the losses generated from FX movements and hedging costs, decentralized organizational structure proved to be inefficient. In this example, granting XJP Company the full responsibility to manage currency risks and bear hedging costs negatively affected the company’s profitability. However, I still believe that the management of XJP Company should be given a room of freedom (decentralization) in other areas like deciding from where to import and with whom to deal. Moreover, the company should be given the opportunity to produce more than just generic products, to positions its differentiated products and to market them. 3. What is the relationship between actual spot exchange rate, the budgeted spot exchange rate, the forward rate, and the expectations for the Chinese subsidiary’s financial results by the U. S. parent company? Actual spot exchange rate is defined as rate of a foreign-exchange contract for immediate delivery. It’s basically the actual and current price of one currency in terms of the other. The budgeted spot exchange rate is estimated by the company to be the rate of a foreign-exchange contract for immediate delivery at a certain point of time. Normally, companies estimate or forecast the spot exchange rate to plan, budget and form expectations and strategic plans. This rate can be estimated by the company’s researchers, economists or third party consultants. The forward rate is the rate of a foreign-exchange contract for future delivery With regards to the case study of XJP Company, the forecasted or budgeted spot exchange rates proved to be deviating from the actual average forward rates. For example, in 2003, the company budgeted spot exchange rate (euro/Rmb) at 8. and since the expected import purchase was million 121 euros, the company estimated import purchases to be (8. 6 X million 121 euro), which is Rmb 1. 0406 billion. However, as the actual average forward rate of the euro reached 9. 22, the company’s actual cost of imports recorded Rmb 1. 11562 billion, resulting in Rmb 75. 020 million losses due to cost of hedging. With regard to 2004 budget figures, the company budgeted spot exchange rate (euro/R mb) at 9. 8 and since the expected import purchase was million 145 euros, the company estimated import purchases to be (9. X million 145 euro), which is Rmb 1. 42296 billion. However, as the actual average forward rate of the euro reached 10. 5, the company’s actual cost of imports recorded Rmb 1. 5246 billion, resulting in Rmb 101. 64 million losses due to cost of hedging. Analyzing the effect of the exchange rate movement and cost of hedging on the financial figures of XJP, JJ underestimated the significant role played by exchange rate movement and cost of hedging on the gross cost of product sold of its subsidiary. It’s obvious that the parent company had set the objective of 20% growth in earning without considering the high cost of hedging and foreign exchange losses. 4. If you were Paul Young, what would you do? The answer to this question depends on whether Paul wants to tradeoff risk for return, in other words, it depends on whether he is concerned about meeting JJ’s objective of achieving 20% growth rate. If he decided to fulfill the JJ’s objected growth rate, then he is advised not to hedge against foreign exchange movements. Under this situation, he will expose the company to a greater currency risk, while at the same time, he would be able to meet and fulfill the required growth rate by the parent company. On the other hand, if Paul decided to hedge XJP’s position and its gross cost of goods sold against currency risk, he would definitely fail to meet JJ’s expectations due to high cost of hedging, while at the same time, he will expose his company (XJP) to a much lower currency risk. In other words, if Paul happened to be a conservative manager, he will most probably favor hedging the company’s gross cost of products sold against currency movements, therefore, sacrificing high profit rates. However, if he happened to be an aggressive and risk taking manager, them he would choose to unhedge the company’s gross cost of products sold therefore, exposing XJP Company to a much greater currency risk.

The Stoic and the Epicurean Philosophies

The Stoic and the Epicurean Philosophies Which lifestyle, Epicurean or Stoic, achieves the greatest amount of happiness? In his book Stoics, Epicureans and Skeptics, Classicist R.W. Sharples sets out to answer this question. He  introduces readers to the fundamental ways in which happiness is created within the two philosophical perspectives, by juxtaposing the schools of thought to highlight criticisms and commonality between the two. He describes the characteristics deemed necessary to achieve happiness from each perspective, concluding that both Epicureanism and Stoicism agree with the Aristotelian belief that the sort of person one is and the lifestyle one adopts will indeed have an immediate bearing on the actions one performs. The Epicurean Road to Happiness Sharples suggests that Epicureans embrace Aristotles conception of self-love because the goal of Epicureanism is defined as  pleasure achieved through the removal of physical pain and mental anxiety. The Epicureans foundation of belief rests within three categories of desires, including  the natural and necessary,  the natural but not necessary, and  the unnatural desires. Those who follow an Epicurean worldview eliminate all non-natural desires, such as ambition to attain political power or fame because both of these desires foster anxiety. Epicureans rely on the desires that free the body from pain by providing shelter and abolishing hunger through the supply of food and water, noting that simple foods provide the same pleasure as luxurious meals because the goal of eating is to gain nourishment. Fundamentally, Epicureans believe people value the natural delights derived from sex, companionship, acceptance, and love. In practicing frugality, Epicureans possess an  awarene ss of their desires and have the capability to appreciate occasional luxuries to the fullest. Epicureans argue that  the path to securing happiness comes by withdrawing from public life and residing with close, like-minded friends. Sharples cites Plutarchs criticism of Epicureanism, which suggests that achieving happiness through withdrawal from public life neglects the desire of the human spirit to help mankind, embrace religion, and take on leadership roles and responsibility. The Stoics on Achieving Happiness Unlike the Epicureans who hold pleasure paramount,  the Stoics grant the highest importance to self-preservation, by believing that virtue and wisdom are the necessary abilities to achieve satisfaction. Stoics believe reason leads us to pursue specific things while avoiding others, in accordance with what will serve us well in the future. The Stoics declare the necessity of four beliefs in order to achieve happiness, placing the utmost importance on virtue derived from reason alone. Wealth obtained during ones lifetime utilized to perform virtuous actions and the fitness level of ones body, which determines ones natural ability to reason, both represent core beliefs of the Stoics. Lastly, regardless of the consequences, one must always perform his/her virtuous duties. By exhibiting self-control, the Stoic follower lives according to the virtues of wisdom, bravery, justice, and moderation. In contradiction to the Stoic perspective, Sharples notes Aristotles argument that virtue alon e will not create the happiest possible life, and is achieved only through the combination of virtue and external goods. Aristotles Blended View of Happiness Whereas the Stoics conception of fulfillment resides solely in virtues ability to provide contentment, the Epicurean notion of happiness is rooted in the obtainment of external goods, which vanquish hunger and bring the satisfaction of food, shelter, and companionship. By providing detailed descriptions of both Epicureanism and Stoicism, Sharples leaves the reader to conclude that the most comprehensive conception of attaining happiness combines both schools of thought; thereby, representing Aristotles belief that  happiness is obtained through a combination of virtue and external goods. Sources Stoics, Epicureans (The Hellenistic Ethics)D. Sedley and A. Longs, The Hellenistic Philosophers, Vol. I (Cambridge, 1987)J. Annas-J. Barnes, The Modes of Scepticism, Cambridge, 1985L. Groacke, Greek Scepticism, McGill Queens Univ. Press, 1990R. J. Hankinson, The Sceptics, Routledge, 1998B. Inwood, Hellenistic Philosophers, Hackett, 1988 [CYA]B.Mates, The Sceptic Way, Oxford, 1996R. Sharples, Stoics, Epicureans and Sceptics, Routledge, 1998 (How can I be happy?, 82-116) [CYA]

Journal Entries outlining a song with the use of personal anecdote or Assignment

Journal Entries outlining a song with the use of personal anecdote or historical fact - Assignment Example Some branches wither and die, while others prosper and beget subsequent branches. This paper will begin in 1920, and progress in a more or less sequential order up to 1989. The only jags on our journey will be to explore an artist or a work in it’s entirety, regardless of associated dates. Where release years are identical, acts are sorted alphabetically. 1920 - Ted Lewis Jazz Band, â€Å"I'll See You in C-U-B-A† - This is a perfect example of the styles used by musicians to start scaling down from a big band size for smaller clubs, while still maintaining a bridge to the encompassing sound of big band. The contrast of merry horns and melancholy woodwinds always pulls back from the brink before conveying any true sense of discontent. The same general themes are repeated multiple times, but each with a new detail or elaboration. After the first denouement, there is a section with more pronounced percussion, leading into a whistling section that sounds remarkably like bir d call, accentuating the idea of the gaiety of the initial horn lines. A second, much lower horn line comes in during the major reprise, providing an interesting duel and counterpoint with the first. The main theme repeats, and then with a cute little bounce, it ends, having arrived at its Cuban destination. 1921 - Rudolph Valentino dances the tango to ‘La Cumparsita’ in â€Å"The Four Horsemen of the Apocalypse† - 1921 - Valentino is well known for his pivotal tango scene in â€Å"The Four Horsemen of the Apocalypse†. The tango he danced to was called â€Å"La Cumparsita†, or ‘the Little Masquerade’. It starts out with a deceptively simple accordion duo; a barely audible set of shakers being the only percussion, The base theme is rather long, and establishes itself and repeats with greater intensity. We see our dancers almost melting across the floor of a smoke filled speakeasy. The middle section gives us a looser and more romantic re el, with less staccato. The onlookers cheer and leer, as the dancers footwork gets more complex, in contrast to the flowing music. The main theme bursts in again, and like a bud that abruptly flowers, it has a held back tightness before the full surrender, which is visible in the flowing choreography of the female dancer. As the dancers draw the performance to a close, the music takes an oddly sinister turn, as if mimicking passion gone sour. 1930 - Don Azpiazu, â€Å"El Manicero (The Peanut Vendor)† - Azpiazu starts with a catchy piano intro, high pitched block percussion, and a rhythm horn section that quickly establish themselves as the main backbone of the song. Over that comfortingly predictable backdrop, a deft and playful solo horn line flits around rum soaked silk male vocals like a butterfly. One can envision a friendly peanut vendor strolling down the street on a sunny day, hawking his wares. It is clever, simple, and happy, perhaps much like our peanut vendor himse lf. 1965 - Stan Kenton at the Rendezvous Ballroom, â€Å"The Peanut Vendor† - Kenton attempts a cover of the Azpiazu number, and manages to eliminate almost everything that was charming about the original, while still maintaining the few questionable elements. The repetitive piano line is echoed in really bold horns, but rather than paint a quiet backdrop, they drone methodical and monotonous. A solo horn line comes in, but it has nothing in common

Assessment Assignment Example | Topics and Well Written Essays - 750 words

Assessment - Assignment Example The NAEP has ensured a variety of adjustments in schools since its inception. To increase its scope of application, the Congress has ensured that NAEP gains popularity by providing facilities required in ensuring that it is fully operational. The National Assessment tool is the preferred tool because of its universality since it can be used to compare methods of teaching alongside comparing performance in almost all parts of the world. NAEP as an assessment tool works under the principle of random selection. When it is used, students from various schools are randomly selected within each state to be part of the assessment. The assessments are often conducted in areas such as reading, science, arts and other disciplines in the United States since it is the region which uses the method mostly. NAEP has been widely used in the United States by the Education Department since 1969 (Jay 177). The major purpose of the assessment is to enable education policy makers, parents and the media to analyze students’ progress in various subjects so that deductions can be made to improve the education system or general classroom performance. During the assessment, not all the students are engaged in the process. Only selected students are chosen for participation to act as sample. The sample of students are picked from all public schools in the US and non public schools because the major aim is to enable all students demonstrate in depth knowledge and skills learnt by performing numerous scale scores. The National Assessment of Educational Progress is probably one of the best assessment tools in the world. It reports data results for the entire country hence enables the government compare results for the states against the results of the entire country. The trend of the results which is used nationally to compare academic progress of students between the ages 9 to about 17 are often reported at the state level rather than at school or individual level in order to avoid a situation where schools are competing for grades. One advantage of using this method as an assessment tool is that biasness is reduced because of the fact that random selection is used in assessment. The random selection ensures that no state school whether public or non public gain more advantage over the other. The results are not printed for the schools or individuals. This makes the assessment tool the best method and tool in conducting assessment since it avoids biasness and eliminates rivalry due to the fact that there is no competition involved (Ryan &Shepard 227). During the process of conducting the assessment, it is not just based on short and prolonged responses; rather, other methods used also include multi choice and oral method applications. The results of the assessment tool are compiled by the Education Department in states in the entire nation to compare the results of the students in both public and private schools. Such results are compiled using tables or scalab le vector graphics stored as slides in soft copy or printed in hard copy. Other than trying to compare results for each school within one academic year, it can be used to compare changes in performance of students from one year to the other. The results can be shown or reported using maps. After the release of the results, they can as well be used when doing analytical procedures that will help in improving the

Situation Ethics Essay Example for Free

Situation Ethics Essay Situation ethics is not dissimilar from utilitarianism, in that it is a way a deciding upon the correct action that is to be taken in a given situation. It does however take an individualistic approach, with the emphasis being upon each person, rather than looking after the majority, as is the case in utilitarianism. It is a Christian principle, and so would not apply to those outside of Christianity. It revolves around what the most loving thing to do is. Joseph Fletcher, an American professor of ethics used his beliefs and concerns to come up with what he believed was a fair way of deciding what was the right action to take in a situation. He didnt like the way in which so many ethical theories, such as utilitarianism were based upon and around a basic set of rules, a legalistic approach. He believed that it was too rigid, and did not allow for exceptions. He also firmly disapproved of any antinomian, because it Rejects the idea that there are any authoritative laws, rules or regulations that you ought to obey in a decision-making situation.1 Instead he used love as a general rule in decision making; not storge, to love a country or place; not philia, to love a family member or friend; and not eros, to make love and to lust for someone; but instead agape, self-giving love, as is demonstrated by Jesus dying upon the cross. To Fletcher, agape was fundamentally sacrificing, without any reward or pleasure, as the teachings of Jesus are told in the Bible, and he took a lot of his ideas from this. The quote in Matthew saying, Love your neighbour as you love yourself,2 epitomises what agape is all about. He believed that something could be determined as good or evil, depending on whether or not love had been fully served. Fletcher used four different working principles before setting out his theory: i) Pragmatism the proposed course of action must work, and must work towards the end, which is love3 This is based around the idea of reaching a goal or the end. ii) Relativism in situation ethics Fletcher tries to avoid the absolute by not referring to words such as never, perfect and always. He also added that, all decisions must be relative to Christian love.4 iii) Positivism faith comes before reason and anything else. People must see for themselves that love is the most important thing. iv) Personalism a situationist believes you put people first, not laws, and that, There are no values in the sense of inherent goods value is what happens to something when it happens to be useful to love working for the sake of persons.5 He then worked out six fundamental principles about love and these were: The first proposition Only one thing is intrinsically good; namely love; nothing else at all The basic idea behind this lies in his thinking that only love can be good in all situations, and everything else is good or bad depending on the situation and are not properties of actions. Something can only be good if it brings about love. The second proposition The ruling norm of Christian decision is love; nothing else Fletcher believed you are only required to follow laws, rules and regulations if they serve love. Love replaces law and cannot be equalled by any other law. The third proposition Love and justice are the same, for justice is love distributed, nothing else Love is intellectual and Fletcher said, Owe no man anything except to love,6 categorising the two together. His reasoning behind this lies in his belief that Justice is agape working out its problems.7 The fourth proposition Love wills the neighbours good, whether we like him or not Agape doesnt have to be a matter of felling, but of attitude. It isnt sentimental or erotic, but, rather, a desire for the good of the other person.8 This applies to everybody, not just people we know or people we like, but universally, and nothing is required in return. The fifth proposition Only the end justifies the means, nothing else This is the same principle that applies within utilitarianism. You must consider what the consequences of moral actions will be, and the end must be the most loving result. The sixth proposition Loves decisions are made situationally, not prescriptively Something is right or wrong depending on the situation. b) I am now going to examine one moral dilemma relating to sexual equality, and apply some of the principles outlined in situation ethics in this argument, in order to work out what is The most loving thing to do. I shall also try to establish whether or not there are any problems with the ideas of situation ethics in deciding upon the outcome of the given dilemma. The dilemma is one which takes into account a number of moral issues regarding what is right or wrong and it is this: Two people, Mr A, a 25 year old father of one, and Mrs B, a 24 year old single woman have both applied for a vacant job working as a nurse in the accident and emergency department of a hospital. They have both graduated from universities with the same exam grades, and are both in desperate need of work in order to pay off their universities debts; Mrs. A also wants to help save lives after she saw her mother die in casualty, and Mr. B in order to support his family. They are the final two on the shortlist from over 20 applicants and the governing body at the hospital must now decide which one they shall employ. There is a stereotype that would say the Mrs. A is more likely to get the job as it is thought that nursing is a job for women, as building is a job for men, but is this taken into consideration when the choice is taken? There is also the question as to whether or not personal circumstances will be taken into consideration, as you may argue that Mr. B is more entitled to the job, and therefore the pay, because he has to support a family. If you argue from a situationists perspective you may reach one of a number of different conclusions based on your choice of argument. One that you would not come to however is that Mrs. A deserves the position on the grounds that she is female and nursing is a womans job. If you look at the argument from the perspective of why they want the position you may look at the different meanings of love and you could say that they both want the job in the sense of philia; Mrs. A because she is doing it for her mother, after witnessing her death, but this could also be seen as agape on the grounds that she wants to help people who are in a similar position to her mother so this raises a slight problem which is not dealt with within situation ethics. This is a criticism and quite an important one, because if there are numerous reasons for wanting to do something, such as apply for a job, which do you taker into consideration more, philia or agape, and if you choose one or the other, which one and why? Mr. B on the other hand seems to only want the job in order to support his family, and to pay off his debts. This once again raises a problem in the way in which you perceive his reasoning behind supporting his family. Is it because he loves them in the sense of philia and does not want them to leave him if he fails to support them? or is it because he loves them in the sense of agape and wants to be there for them and not for selfish reasons? This again raises a debate as to how you determine what somebody means when they say something. I shall now examine how each persons argument would be accepted or rejected by the situation ethics in relation to the consequences that would occur in giving each person the job, and the benefits of this. Firstly I shall look at Mrs. A and then Mr. B, to finally draw a conclusion to this ethical dilemma. There are a number of reasons for giving the job. Firstly Mrs. B is obviously a very clever person and would perform the job to a very highest standard but this is not one of the criteria which would be looked at from the view of a situation ethicist unless you thought that it would be the most loving thing to do on behalf of the patients who she would treat at the hospital because she would be able to help them in the best way possible. A good reason for her being appointed is that it looks as though she wishes to work from the perspective of agape and this is vital in making any decision within situation ethics. If she is prepared to work for the people you would believe she would not mind working double shifts, and would do the best she could all the time. If this was the case then she is beginning to build a string argument for her being appointed. It is unlikely that she is extrinsically motivated, and working only because of the benefits she will receive in wages, because the pay of nurses working on the NHS is very poor, but she does mention that she wants to pay off her debts. This could be taken as the main reason for her applying for the job, and if this is true she is unlikely to get the job on a situationist basis because this may not be seen as just, if the other applicants are prepared to work for the people not just the money. This may be thought of a reason she should not get the job but if you put it into context then it seems as though her argument of agape and wanting to help the people of her community outweighs her need for money, and it is not as though she wants the money to be greedy. She requires it in order to pay off her debts. The great majority of Mr. Bs argument from a situation ethics perspective lies in the interpretation of his need to support his family. In some ways this could be seen as wrong as he is not using agape, and wanting to help the patients, but on the other hand you could say that he is doing what he believes is the best and most loving thing for his family, not for himself. However, somebody may take a different approach to his actions and reasoning, and for this reason alone prevent him from getting the job. This is another problem that arises when arguing from situation ethics. The ideas are not precise enough to account for all of the possibilities that could arise, and every situation is different to the last one. If you did not give the job to Mrs. B you would have a young woman who does not have a steady income, in a great deal of debt, and unable to support herself, but you would have exactly the same problem if you did give her the job. You may then have a whole family who cannot support themselves, but it is unclear from the criteria, whether or not Mr. As wife is bringing in any sort of income. If she was then you may give the position to Mrs. B because she is unable to support herself, but this would really not be a situation ethics argument. In conclusion, you would not have as much of a dilemma if you were arguing from utilitarianism because for the greatest good of the greatest number you would give Mr. A the job, but you are not, and situation ethics is far broader than one simple statement. I believe you would give him the job however even from a situation ethics perspective but it is very difficult to decide because you have no way of telling the main reasons for each applying, but the fact that Mr. A loves his family and wants to support them appears to give him the edge, not to say that Mrs. B does not have a strong argument, but just not quite as strong as Mr. As. 1 Dialogue-Special Issue, Ethical Theory; p.47 2 The Holy Bible New International Version; Matthew 22:39 3 Ethical Studies; Robert A Bowie; Nelson Thornes Ltd; published 2001; p.102 4 Ibid; p.102 5 Situation Ethics- The New Morality; Fletcher; p.50 (Taken from ibid) 6 Situation Ethics; Fletcher; SCM Press Ltd; published 1966; p.89 7 Moral Responsibility; p.19 8 Ethical Studies; p.104

Dentist Admissions Essay: Changing the World One Gum at a Time :: College Admissions Essays

Changing the World One Gum at a Time My college plans include attending a two-year college and then pursing a degree in dental hygiene. I believe that I will have a great opportunity to give back to my community with my chosen career. As a dental hygienist, there would be many ways to help young and old alike. The time that I would volunteer would enable me to become more involved in the life of our community. Our community usually has a small health fair sponsored by our local hospital. Services are offered to the public free of charge or for small fees. The health fair has not included dental health services. I think that this would be a wonderful way to promote good dental health. Brochures for all ages could be provided on the importance of dental hygiene. This would also be an excellent time to encourage and teach young children the importance of brushing their teeth. Toothbrushes and toothpaste could be provided for the children at this time. Another opportunity in giving back to the community would be through the school system. With the financial help of local civic clubs, kits could be prepared for the students in the elementary school. Through the kits, the children could be taught the importance of taking care of their teeth. I believe that the younger students would respond well to the "tooth fairy." The tooth fairy could then teach the correct techniques for brushing and flossing teeth. This would be a fun experience for the younger students, as well as a fun reminder. Here again, students would be educated and provided a service. One other way that I believe I could give back to my community would be through the local nursing home. Comfort and not being forgotten are both important to our senior citizens. Checking with the nursing staff on the condition of the residents' dentures would be an opportunity to serve. The nursing staff could recommend those residents that might have minor problems with dentures.

How Have Cell Phones Changed Our Society Research Paper

– 1 – Alexia Corbett 3-12-2009 CELLULAR PHONES INFLUENCE(s) AND IMPACT(s) ON SOCIAL INTERACTIONS AND INTERPERSONAL RELATIONSHIPS This paper seeks to explore how cellular phones (cell phones/mobiles) have influenced and impacted social interactions and interpersonal relationships. There have been a number of suggested theories and studies that have been contributed to the rising popularity and commonality of cell phones as to how they are affecting the way individuals are interacting in society.Some of these include, a change in the concept of time and space (Fortunati, 2002), lack of face-to-face interaction (Thompson and Cupples, 2008), the maintenance of relationships, social absences, and social dependency (Reid and Reid, 2004). In addition to these ideas, it has also been suggested that the use of cell phones has had a negative affect on social relationships, grammar, and increased social anxiety (Tully, 2003). BACKGROUND Technologies are an ever-changing aspect of this day and age. New gadgets and ideas are always trying to simplify life and bring people closer together.The cellular phone was first developed in Sweden in 1956, but had no conveniences about it, nor did the average person have access to it. It weighed 90 pounds, and was as inconvenient as having a landline with a 10-foot long cord. Following several trials and developments, in 1978 Bell Labs, working with Motorola created the first generation of a cellular network (Fortunati, 2002). Although this first generation network was not approved by the FCC until 1982, it brought into focus the ability to create a – 2 – form of communication that would allow anyone to make a phone call when it was convenient for them.Following improvements within the second and third generations of cell phone networks and accessibility, cell phones went from becoming an item of luxury for those who could afford it, to an everyday necessity. For anyone operating in the modern world, in addi tion to being able to make phone calls on a cellular phone, in 2000 SMS (Short Message Service) was introduced to allow individuals to send a message to someone else’s mobile device without the necessity of making a phone call. Today, the global cellular phone market now stands at approximately 1. billion subscribers, and is forecasted to reach 3 billion by the end of 2010 (Reid and Reid, 2007). In contrast with instances in the past, having a cell phone of your own is more of the social norm vs. not having a cell phone of your own. Cell phones are taking over on a global level not just a local level, which allows individuals to have the sense of security that wherever they go, they will be able to remain in social contact with those whom are in their social networks. Communication and the way that individuals interact with each other is a huge dynamic of sociology.The cell phone is changing the way in which all of this interaction occurs, which makes it sociologically releva nt. With the creation and accessibility of cell phones, more and more individuals own their own cell phone, and using them everyday to communicate within their social network. Cell phones also make individuals available anywhere, and anytime, which changes the way that individuals are choosing to interact in social settings with other individuals. In this paper I will show how the cell phone has had an impact on social relationships and social interactions in today’s society.I will first show how the concept of having a cellular phone has changed the concept of social space and time among social relationships and interactions. Second, I will show how individuals have shown to have some form of a dependency to the use – 3 – and possession of a cellular phone. Following that, I will provide research that demonstrates how SMS (Short Message Service) has taken on its own form of communication in relationships, and has become more predominate in comparison to voice c alls.Lastly I will provide an overall conclusion of the impact that the use of cellular phones has had in regards to social interactions and interpersonal relationships. The Change of Space and Time/Proximal Relationships Since the 18 th century, the idea of using the telephone has always been a fixed mentality in regards to accessibility. The phone was located at a fixed location, usually in a home or office, and you would have to be in that location where the phone was in order to be able to receive and answer incoming phone calls.This bore the concept of â€Å"sitting and waiting by the phone† for someone to call, since at one time it was the only option. With the development of technologies, there have been ways to alter this mentality; there was the creation of the answering machine, which allowed for you to access messages from missed phone calls when you returned home, which did not always allow for a prompt relay of a message nor reply, and more recently the creation and distribution of the cellular phone. Cellular phones have taken this concept and spun it around on itself.With the development of cellular phones, individuals are able to remain in close and instantaneous contact with members of their social network regardless of where they are in the world. In addition to keeping up with social relationships, individuals have also been able to increase productivity with their work because they can be hundreds of miles away from the office, and still have instant access to their e-mail, documents and contacts wherever they are (Tully, 2003). There is no longer a disconnection. – 4 –The concept of being accessible anywhere and anytime has shown to have both positives and negative results in a social setting; older generations for example have typically been scornful of younger generations pulling out their cell phones in restaurants, classrooms, public transportation and other public spaces (Banjor, Hun and Sundar 2007). Cell phone u sage in a public place typically generates a negative response when used in close approximation to other individuals, as it is seen as a disturbance to their personal space, with little or no consideration from the cell phone user.Social interaction signifies that we are aware of the existence of others, as well as implies active engagement between two or more parties (Banjor, Hun & Sundar 2007). Cell phones have allowed individuals to surpass time and space and have any conversation that they choose, wherever they choose. With public conversation comes public invasion, meaning that you are invading into other’s personal spaces by talking out loud about your own personal spaces coming off as inconsiderate and/or rude which links to alienation of oneself.A trend that is becoming more apparent is present absences; this is the concept of how an individual’s presence in a social setting changes regardless of their physical presence, they are only half-present (Fortunati 20 08). After a ring or buzz of their mobile phone, they are drawn away somewhere else, away from their present situation and/or conversation. Through observation, researchers have found that individuals typically will not hesitate to interrupt an ongoing conversation to answer the ringing of their cell phone.This has several repercussions. In answering the ringing cell phone, the individual who is presently being conversed with, has described feeling a sense of being left alone, which can cause social anxiety, as well as resentment/annoyance towards the individual who answered the phone call (Humphreys 2009). The change of space and time through the use and accessibility of cellular phones has changed the way in which people communicate with other individuals.With the ease of being – 5 – accessible anywhere at anytime, individuals are finding that they are becoming dependent on their cell phone on a day-to-day basis. Cell phones are allowing individuals to stay in a cons tant connection with anyone and everyone in their social network. In the next section I will explain how this dependency is being seen, created and acted upon by individuals. Cell Phone Dependency As mentioned above, cell phones are becoming increasingly popular among the general population. Due to their increasing popularity, more and more people are obtaining them for themselves.In having a cell phone, individuals are becoming reliant on them from day-to-day to stay in contact with other individuals in their social networks, as described throughout this section. Cell phones are not a new concept for all generations. There are individuals who have gown up in the cell phone age, and do not think anything of it. Today, 45% of adolescents aged 12-17 possess a cellular phone in the United States (Leung 2008), making it one of, if not the, most popular way to communicate with other individuals. While cell phones have become less of a tatus symbol and more of a fashion statement, they ha ve also created an unspoken social dependency. Leisure boredom, which is a category of dependency to cell phones described as an individual who is found to become bored with their current situation, has proven to lead to cell phone dependency (Leung, 2008). For adolescents and young adults, as leisure boredom arose, they were more likely to be found engaging in SMS messages, making phone calls, accessing the internet from their phone or playing a mobile driven game.Once there is an element of boredom his or her attention is drawn immediately to his or her cell phone device for an instant connection – 6 – to someone, somewhere. Through a series of surveys it was shown that the higher rate of leisurely boredom, the more frequent use of a cell phone occurred (Leung 2008). Sensation seeking behavior has also linked adolescents and young adults to have the desire to take risks with relationships, rules and roles (Leung 2008). Individuals seek out entertainment and avoid bor edom; as with anything there are appropriate times and inappropriate times.This concept translates over to cell phone use as well, people will use their cell phones at appropriate and inappropriate times, simply to satisfy a social urge/want/need. This category was supported significantly by relationships between individuals who were cell phone addicted via sensation seeking, demonstrating that the cell phone was used more for entertainment, information and social connectivity (Leung 2008). For example, an individual using their cell phone on the side of the road when they break down vs. using their cell phone to just say ‘Hi’ to someone, or chitchat with another person.Self esteem, a third dependency category examined the standardized idea that individuals with low self esteem typically do not communicate as much with others, and are more prone to expect a negative response from those whom they do contact. However, it is thought that individuals who have low self estee m will actually use their cell phone more to try and establish social networks, and build relationships without having all of the pressures of a face-to-face encounter with an individual, as well as to try and reach out to other individuals (Reid and Reid 2007). Research shows that individuals ho have low self-esteem seek out more frequent use of the cell phone to seek to establish new relationships and try and gain an element of control in their social relationships. This makes it easier for individuals with lower self-esteem to form and maintain social relationships. Along with the factors listed above, many individuals have stated that they cannot imagine not having their cell phone with them on a daily basis. The integration of cell phones – 7 – into our daily lives is exaggerated in how younger generations talk about not being able to imagine themselves without their phones now (Thompson & Cupples 2008).Their imaginaries include cell phones; their senses of self a re tied up with this technology as is evident in the following quotations: I just can’t imagine myself without a cell phone now. . . when I don’t have my phone I always feel like I’m missing something . . . (Samantha, 14) My phone’s always in my skirt pocket at school so it’s just always there. And if I, like, leave it in my locker by accident, or it’s in my bag, I panic ’cos I don’t know where I’ve put it ’cos I’m used to having it in my pocket . . . it’s just a permanent part of you. Michelle, 15, emphasis added) Individuals are forming an attachment to their cell phones, which enables them to think that they cannot function without their cell phone on a day-to-day basis. There are many factors that lead to cell phone dependency, such as leisure boredom, sensation-seeking behavior and low self esteem as described above. Another aspect of the cellular world that contributes to dependency and changes the way in which we socially interact on a daily basis is SMS Text Messaging. SMS Text Messaging as a Social InteractionShort Message Service (SMS/Text Message) was first developed in 1990 in an effort to allow operators to notify customers when there was some type of a service issue or a network problem. This service has now become one of the most common ways in which individuals use their cell phones to communicate with others. In 2002 80% of all cell phone users in the United States were ‘Talkers’, however by 2006 that number was almost reduced by half, dropping to only 42%, with the other 58% being ‘Texters’ (Fernando 2007).Many researchers have expressed concern that the increased use of SMS messaging will cause face-to-face interaction to become non-existent, as well as poor grammar by frequent – 8 – users. Research has shown however, that text messaging between individuals can actually create stronger ties between individuals as well a s act as a buffer to face-to-face interactions with a new individual. Communicating through a text message allows individuals to not only take their time composing a more thought out reply, but it also alleviates the pressures that accompany a first encounter/face-to-face meeting.With the popularity of SMS messaging, individuals are using it more and more, and in an effort to send more text messages, a new language is being created that is making experts worried that grammar will overlooked. Individuals who are regular texters have created new acronyms for various words to get their point/idea across faster than if they were to type out the entire message. For example; LOL is the same as saying Laughing Out Loud, OMG is equivalent to Oh My God, and finally TTYL, which refers to Talk To You Later.SMS/Text messaging has become more popular among younger generations in comparison with older generations. Sending and receiving text messages is a form of communication with others that can be secretive and discrete; parents/teachers cannot intercept or have access to what is being sent back and forth. In 2001 Nokia conducted a worldwide survey of 3,300 people, under age 45, over 80% of those that were surveyed reported that text messaging was the most used function on their mobile phones (Reid and Reid 2004).With its popularity growing at an exponential rate, text/SMS messaging has also become a new way for individuals to form new relationships, and strengthen existing ones. Teens admitted spending nearly an equal amount of time talking as they do texting each month. The feature is so important to them that if texting was no longer an option, 47 percent of teens say their social life would end or be worsened – especially among females (54 percent compared to 40 percent of males) (CTIA Survey 2008).In addition, individuals claim to see text messaging as a comfortable, easy and effective means of communication for younger people (Thompson and – 9 – Couples 2008). Without the pressures that come along with a voice or face-to-face conversation, text messaging allows individuals the time to spend composing their thoughts and making edits to their responses before sending them to others. Composing thoughtful responses to text messages also allows for an element of privacy at any given time and /or place for individuals to communicate, thus relating back to the change in concept of Space & Time.Messaging back and forth allows for an often unseen and unheard communication between individuals, as well as fewer limitations to where and when they can communicate, and text messaging has served more for ‘filler’ communication, and less for functional/practical communication between individuals. Filler messages relate to messages regarding, friendship maintenance, romantic, social functions, and/or boredom and loneliness.A study on a group of undergraduates showed that only about one third of the text messages that were bein g sent were actually functional/practical information; the rest was a combination of filler messages (Reid & Reid 2004). Social interactions via text message seem to serve as more of an instant personal contact with someone else, without having to worry about your personal appearance and actual interaction. Sending and receiving text messages is a new concept for most generations, and changes the way in which individuals are required to interact.By communicating through text message, individuals are not required to interact with others socially in a face-to-face manner, they can do it all via messaging. While this is a convenient way and discrete way to communicate with another person, it has changed the way that individuals are reacting with others not only in a social setting, but also in how they are maintaining their existing relationships, and building new relationships. – 10 – CONCLUSION Our society today is one that is based on technology, and technological adva nces.Technology as a whole will always have an effect on the way that individuals function in society, and while there has not been a lot of research on the effects of cellular phone use, it has both positive and negative consequences. Cell phones in their small time in existence have changed the way in which individuals are interacting with each other. Cell phones have provided avenues for individuals to stay connected on a new level that does not depend on space or time, but is readily accessible at any time, anywhere.Never being disconnected has allowed social networks and relationships to be strengthened as well as new relationships formed. Cell phones have also allowed individuals all over the world whom, without the cell phone would never have access to all of the networks, assets and information that they do via the mobile phone. While it has provided a new avenue to social networking and interactions, the change in the space and time concept has also had a negative affect as well.Many of us have likely experienced a situation where we have been in the presence of a cell phone user who is engaging in some form of rude behavior that lacks respect for the individuals around them. Cell phones have changed the way that individuals socially interact. Individuals are communicating more via text messages and cell phones than they are face-to-face, changing our social environment. Individuals have become enveloped in their cell phones and less aware of their social surroundings, missing out on possible new social interactions.There is still a lot of future research still needs to be done on the long-term affects of the mobile phone and social relationships. Something that should be looked at is how the mobile phone effects relationships over time, as well as what the long term health effects are, and how the access and use of cell phones varies through different socioeconomic classes. However, you – 11 – can see how in its short history, cell phon es have already had a huge impact on the way individuals interact with one another. – 12 – References â€Å"Teens Who Text. â€Å"2008.Communications of the ACM 51(11):19-19 (http://search. ebscohost. com/login. aspx? direct=true&db=aph&AN=35211892&site=ehostlive). â€Å"New Information Technologies and the Fate of Rationality in Contemporary Culture. â€Å"2006. Russian Social Science Review 47(6):65-85. Agosto, Denise E. and Sandra Hughes-Hassell. 2005. â€Å"People, places, and questions: An investigation of the everyday life information-seeking behaviors of urban young adults. † Library & Information Science Research (07408188) 27(2):141-163. Atkin, Charles K. 1972. â€Å"Anticipated Communication and Mass Media Information-Seeking. The Public Opinion Quarterly 36(2):188-199. Boase, Jeffery. 2008. â€Å"Personal Networks and the Personal Communication System. † Information, Communication & Society 11(4):490-508. Fernando, Angelo. 2007. â€Å"If you text it, they may come. † Communication World 24(4):11-12 (http://search. ebscohost. com/login. aspx? direct=true&db=ufh&AN=25547883&site=ehostlive). Fortunati, Leopoldina. 2002. â€Å"The Mobile Phone: Towards New Categories and Social Relations. † Information, Communication & Society 5(4):513. – 13 – Hu, Yifeng, S. S. Sundar and Omotayo Banjo. 006. â€Å"Cell Phone Usage and Social Interaction with Proximate Others: Ringing in a Theoretical Model. † Conference Papers — International Communication Association:1-30. Humphreys, Lee. 2005. â€Å"Cellphones in public: social interactions in a wireless era. † New Media & Society 7(6):810-833. Igarashi, Tasuku, Tadahiro Motoyoshi, Jiro Takai and Toshikazu Yoshida. 2008. â€Å"No Mobile, No Life: Self-Perception and Text-Message Dependency among Japanese High School Students. † Computers in Human Behavior 24(5):2311-2324. Katz, James E. 2007. Mobile Media and Communication: Some I mportant Questions. † Communication Monographs 74(3):389-394 (http://search. ebscohost. com/login. aspx? direct=true&db=aph&AN=26386708&site=ehostlive). Leung, Louis. 2008. â€Å"Leisure boredom, sensation seeking, self esteem, and addiction: Symptoms and patterns of cell phone use. † Pp 359-381 in Mediated Personal Communication. Edited by S. B. Barnes, E. A. Konijn, M. Tanis, and S. Utz. New York, NY: RoutledgeMcfedries, Paul. 2002. â€Å"All Thumbs. † IEEE Spectrum 39(10):68 (http://search. ebscohost. com/login. aspx? direct=true&db=aph&AN=8930492

Pricing Strategy and Distribution Essay

Nature Beauty Price strategy will be the penetration theory for my product. Penetration is pricing low to stimulate the sales, encourage trail, and trigger by word of mouth. Nature Beauty’s mineral powder foundation will not be a new product that no company has similar to. We will need to start by gaining the trust of the consumers by word of mouth and different marketing strategies to the targeted customers. This way once the product has some buzz and customers appreciate the products value, we can price the mineral powder foundation at higher price do to the demand of the product. The competing cosmetic company has a similar product that claims help the skin improve. This company will be established in the cosmetic industry and customers will have trust in them. We at Nature Beauty are striving to become a powerhouse cosmetic line so we can price according the value we believe we hold. Penetration strategy is the best the company because there are a lot of other producst that compliments the mineral powder foundation and other general everyday hygiene use type of products that want to bring out. With this strategy we can price the other products low as well and hopefully with the trust of Nature Beauty mineral powder foundation gains it will help us introduce them. Even though Nature Beauty can be considered a luxury cosmetic, we also want it to become a necessity to the consumers as well. We want the demand for it increases by making the consumers feel like this product is a need and want them to live by this Brand. Penetration strategy will also work with medium pricing range. Medium is a competitive approach. Pricing the mineral powder foundation could be slightly price above or slightly price below. Nature Beauty picks slightly below. This goes into the theory for starting off low in and gaining value to price higher. We want the customers to perceive this product as safe and efficient and more valuable compared to the leading cosmetic competitor. I believe we will have to start out as an alternative cosmetic and show that we are just as good or a better brand. Also with the feedback from the customer’s feedback and response to our product, can determine the value of its offering. The leading competitor pricing strategy are mostly medium or high leaning towards the Skimming theory. You have companies like Revlon, Cover Girl who are well known, easy, and are very accessible to the consumer at your local drug store or even supermarkets. They put off a new product and it is the priced high and after a while you will see the product come down then maintain at lower price. Nature Beauty is pricing tactics is Value pricing. According to EZine articles. com, Value pricing is a strategy that businesses with a high value product or service use. The strategy is to sell the high value product or service at a low, value price. Note: this price is not to be below cost but at what the customer would perceive to be a low price. Nature Beauty believes this a good fit for its product because all of the products are really good, safe, and highly effective. Also Ezine articles mentioned that â€Å"Customers’ perceptions are influenced by the value they perceive in the relationship between the attributes of the product or service and the price they will have to pay for that product or service. Customers also are influenced by price comparison amongst similar products or services†. Nature Beauty provides a product that conceals the unwanted blemishes, scars, tattoos, and gives you a even flawless skin tone while with the alone extracts, and organic ingredients helps improve your skin for a softer and clearer skin. We believe if the consumers see the attributes that this product have and also trust the other product that compliments the mineral powder foundation, we will price higher to the true value of the product. Even though we are using the Value pricing tactic, Nature Beauty believes we are a good brand and want the consumers to believe that we are high quality with a good price. In the psychology of pricing the â€Å"price is a clear, tangible cue, higher the price set the highest expectation. However, even though it’s easier to start high and lower prices later down the line, depending on sales of the products, we don’t want to jump the broom on the price set. We believe that we meet the expectation for a higher price and will strive to become a brand that can set a premium price like it leading competitors. Nature Beauty does want to use the theory framing on the products that compliments the mineral powder foundation. Framing is pricing higher prices and then discount to make the consumers feel better. There will be promotions that will give consumers the chance to try these products such lotion, facial cleanser, beauty bar soap, make-up remover wipes, and future idea products for free or at a discounted price. But they will not always be on sale. Nature beauty will push these products out individually starting out high then discounting them after we introduced the new and latest product.

SAT Trigonometry SOHCAHTOA and Radians

SAT Trigonometry SOHCAHTOA and Radians SAT / ACT Prep Online Guides and Tips Trigonometry and radians are new additions to the SAT Math section! Do you love SOHCAHTOA and ${Ï€}$ angle measurements? Do you hate trigonometry and radians and don’t know what SOHCAHTOA or ${Ï€}/{2}$ means? No matter how you feel about SAT trigonometry, there is no need to stress. In this guide, I’ll let you know everything you need to know about trigonometry and radians for the SAT Math test and guide you through some practice problems. Trigonometric Formulas: Sine, Cosine, Tangent Although trigonometry makes up less than 5% of all math questions, you still want to get those questions right, and you won't be able to answer any trigonometry questions correctly without knowing the following formulas: Find the sine of an angle given the measures of the sides of the triangle. $$\sin(x)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$$ In the figure above, the sine of the labeled angle would be ${a}/{h}$. Find the cosine of an angle given the measures of the sides of the triangle. $$\cos(x)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$$ In the figure above, the cosine of the labeled angle would be ${b}/{h}$. Find the tangent of an angle given the measures of the sides of the triangle. $$\tan(x)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}$$ In the figure above, the tangent of the labeled angle would be ${a}/{b}$. A helpful memory trick is an acronym: SOHCAHTOA. Sine equals Opposite over Hypotenuse Cosine equals Adjacent over Hypotenuse Tangent equals Opposite over Adjacent You should also know the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$. How to Apply Trigonometry Skills on SAT Math There are two main trigonometry questions types you'll see on the test. I'll teach you how to address each. Question type 1 will ask you to find the sine, cosine, or tangent and using the measures of the sides of the triangle. In order to answer these questions, you will need to use a diagram (that means drawing one if it's not given to you).Let's walk through this example: Triangle ABC is a right triangle where angle B measures 90 °; the hypotenuse is 5 and side AB is 4. What is cosine A? First, set up this triangle using the given information: Then, identify the information you need. In this case, the question asked for the cosine A. We know, based on the previous formulas that $\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}$. Identify the pieces you need: the angle, the adjacent side to the angle, and the hypotenuse: We have all the information we need, so we just need to put it into the formula: $\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$. ${4}/{5}$ is the answer. A slightly harder version of this question might ask you for sine A instead of cosine A. If you look back at the diagram, you'll notice we don't know what the measure of the opposite side to angle A is (which is what we need to find sine A). In that case, we need to use the Pythagorean theorem (or our knowledge of 3-4-5 right triangles) to find the measure of the opposite side to angle A (BC). $$BC=√{(5^2)-(4^2)}=√{(25)-(16)}=√{9}=3$$ Know that we know that side BC is 3,we just need to put it into the formula: $$\sin(A)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={3}/{5}$$ Question type 2will ask you to find the sine, cosine, or tangent of an angle using a different given sine, cosine, or tangent of an angle. Similarly to question type one,to answer these questions, you'll need to use a diagram (that means drawing one if it's not given to you). Check outthis example: In a right ABC triangle, where B is the right angle, $\cos(A)={4}/{5}$. What is the sin(C)? You want to attack these problems by drawing a diagram, but first you need to figure out what should go where. Use the cosine formula to figure out how to draw the diagram. $$\cos(A)={\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$$ Meaure of adjacent side (AB) = 4 Measure of the hypotenuse (AC) = 5 You may notice it's the same triangle from the previous example. In this case, we want to find cosine C. We know, based on the previous formulas that $\sin(C)={Measure\: of\: the\: opposite\: side\: to\: the\: angle}/{Measure\: of\: the\: hypotenuse}$. Identify the pieces you need: the angle, the adjacent side to the angle, and the hypotenuse. $$\sin(C)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={4}/{5}$$ ${4}/{5}$ is the answer. A slightly harder version of this question might ask you for tangent C instead of sine C. If you look back at the diagram, you'll notice we don't know what the measure of the adjacent side to angle C is (which is what we need to find tan A). In that case, we need to use the Pythagorean theorem (or our knowledge of 3-4-5 right triangles) to find the measure of the adjacentside to angle C (BC). $$BC=√{(5^2)-(4^2)}=√{(25)-(16)}=√{9}=3$$ Know that we know that side BC is 3,we just need to put it into the formula: $$\tan(C)={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: adjacent\: side\: to\: the\: angle)}={4}/{3}$$ Now that we know how to apply the necessary formulas to tackle trig questions, let’s try to apply them to some real SAT practice problems. SAT Trigonometry Practice Problems Example #1 Answer Explanation: Triangle ABC is a right triangle with its right angle at B. Therefore,AC is the hypotenuse of right triangle ABC, and AB andBC are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB=√(202)−(162)=√(400)−(256)=√144=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of angle F equals the measure of angle C. Therefore, $\sinâ€Å'F=\sinâ€Å'C$. From the side lengths of triangle ABC, $\sin C={\(Measure\: of\: the\: opposite\: side\: to\: the\: angle)}/{\(Measure\: of\: the\: hypotenuse)}={\AB}/{\AC}={12}/{20}={3}/{5}$. Therefore, $\sinâ€Å'F={3}/{5}$. The final answer is ${3}/{5}$ or .6. Example #2 Answer Explanation: There are two ways to solve this. The quicker way is if you know the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$. Therefore, $\cos(90 °Ã¢Ë†â€™x °)={4}/{5}$ or 0.8. However, you can also solve this problem by constructing a diagram using the given information.It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is ${4}/{5}$ if $\sine={\(opposite\: side)}/{\hypotenuse}$ then the opposite side is 4 long, and the hypotenuse is 5 long: Since two of the angles of the triangle are of measure x ° and 90 °, the third angle must have the measure $180 °Ã¢Ë†â€™90 °Ã¢Ë†â€™x °=90 °Ã¢Ë†â€™x °$. From the figure, $\cos(90 °Ã¢Ë†â€™x °)$, which is equal the ${adjacent\: side}/{the\: hypotenuse}$, is also ${4}/{5}$ or 0.8. Example #3 Answer Explanation: Similarly to the other trigonometry problem, there are two ways to solve this problem. The quicker way is to realize that x and y are complementary angles (add up to 90 °). Then, using the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$, you realize that $\cos(y °)=0.6$. However, you can also solve this problem by constructing a diagram using the given information. It’s a right triangle (which it has to be to use sine/cosine), and the sine of angle x is 0.6. Therefore, the ratio of the side opposite the x ° angle to the hypotenuse is .6. The side opposite the x ° angle is the side adjacent to the y ° angle. $\cos(y °)={\(the\: side\: adjacent\: to\: the\: y °\: angle)}/{\(the\: hypotenuse)}={6}/{10}$, is equal to .6. The answer is 0.6. Radians Radians will only account for a small portion (around 5%) of SAT math questions, but you still want to get those questions right! Radians are one of the trickier concepts. What do you need to know about radian measure? Definition of Radian Measure The bare bones definition: Radian is a measure of an angle (just as degree is a measure of angle). The in-depth/conceptual version: Radian is a measure of an angle that is based on the length of the arc that the angle intercepts on the unit circle. That sounds like gibberish I know. Let me break it down. A unit circle is a circle with a radius of 1 unit. See picture: Gustavb/Wikimedia The circumference (or length around) this unit circle is ${2Ï€}$, since ${C=2Ï€r}$, and r=1. If the measure of an angle were 360 °, the radian measure would be ${2Ï€}$ since the length of the arc that the 360 ° angle intercepts on the unit circle would be the whole circumference of the circle (which we already established was ${2Ï€}$).Here are some good basic radian measures to have memorized: Degrees Radians (exact) 30 ° ${Ï€}/{6}$ 45 ° ${Ï€}/{4}$ 60 ° ${Ï€}/{3}$ 90 ° ${Ï€}/{2}$ How to Convert Between Angle Measure in Degrees and Radians To go from degrees to radians, you need to multiply by ${Ï€}$, divide by 180 °.Here is how to convert 90 ° to radians: $${90 °Ãâ‚¬}/{180 °}$$ $$={Ï€}/{2}$$ To go from radians to degrees, you need to multiply by 180 °, divide by ${Ï€}$.Here is how to convert ${Ï€}/{4}$ to degrees: $${({Ï€}/{4})(180 °)}/{Ï€}$$ $$={({180 °Ãâ‚¬}/{4})/{Ï€}$$ $$=45 °$$ How to Evaluate Trigonometric Functions at Benchmark Angle Measures The benchmark angle measures (as defined by the College Board) are 0, ${Ï€}/{6}$, ${Ï€}/{4}$, ${Ï€}/{3}$, ${Ï€}/{2}$ radians which are equal to the angle measures 0 °, 30 °, 45 °, 60 °, and 90 °, respectively. You need to be able to use these with the trigonometric functions described in the above trigonometry section (sine, cosine, and tangent).You will not be asked for values of trigonometric functions that require a calculator. Remember, the complementary angle relationship for sine and cosine, which is $\sin(x °)=\cos(90 °Ã¢Ë†â€™x °)$ will be $\sin(x)=\cos({Ï€}/{2}−x)$ when converted into radians. SAT Radians Practice Problems Example #1 Answer Explanation: The correct answer is 6. By the distance formula, the length of radius OA is $√{((√3)^2)+(1^2)}=√{3+1}=√{4}=2$. Thus, $\sin(∠ AOB)={1}/{2}$. Therefore ∠ AOB is 30 °, which is equal to $30({Ï€}/{180})={Ï€}/{6}$ radians. Hence, the value of a is 6. Example #2 Answer Explanation: A complete rotation around a point is 360 ° or ${2Ï€}$ radians. Since the central angle AOB has measure ${5Ï€}/{4}$radians, it represents$/{2Ï€}={5}/{8}$of a complete rotation around point O. Therefore, the sector formed by central angle AOB has area equal to ${5}/{8}$the area of the entire circle. The answer is ${5}/{8}$ or in decimal form .625. Example #3 Which of the following is equivalent to $\cos({3Ï€}/{10})$? A) $\-cos ({Ï€}/{5})$B) $\sin ({7Ï€}/{10})$C)$\-sin ({Ï€}/{5})$D)$\sin ({Ï€}/{5})$ Answer Explanation: To answer this question correctly, you need to both understand trigonometry and radians. Sine and cosine are related by the equation $\sin(x)=\cos({Ï€}/{2}-x)$. In order to find out what the equivalent to $\cos({3Ï€}/{10})$is, you need to change ${3Ï€}/{10}$ into the form ${Ï€}/{2}-x$. To do that, you need to set up an equation: $${3Ï€}/{10}= {Ï€}/{2}-x$$ Then, solve for x. $${3Ï€}/{10}-{Ï€}/{2}=-x$$ $${3Ï€}/{10}-{5Ï€}/{10}=-x$$ $$-{2Ï€}/{10}=-x$$ $${2Ï€}/{10}=x$$ $${Ï€}/{5}=x$$ Therefore, $\cos({3Ï€}/{10})=\cos({Ï€}/{2}-{Ï€}/{5})=\sin({Ï€}/{5})$. D is the correct answer. Test Yourself on SAT Trigonometry Questions! Practice #1 In triangle DCE, the measure of angle C is90 °, $\DC=5$ and $\CE=12$. What is the value of $\sin(D)$? Practice #2 In a right triangle, $\cos({Ï€}/{2}-x)={6}/{8}$. What is $\sin(x)$? Practice #3 In circle O, central angle AOB has a measure of ${3Ï€}/{4}$ radians. The area of the sector formed by central angle AOB is what fraction of the area of the circle? Answers: #1: ${12}/{13}$, #2: ${6}/{8}$, 3) ${3}/{8}$ What’s Next? Now that you know how to handle trigonometry and radians, make sure you’re prepared for all of the other math topics you'll see on the SAT. All of our math guides will take you through strategies and practice problems for all the topics covered on the math section, from integersto ratios, circles to polygons (and more!). Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Running out of time on the SAT math section? Look no further than our guide to help you beat the clock and maximize your SAT math score. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Comes to Bear

Comes to Bear Comes to Bear Comes to Bear By Maeve Maddox A question on an ESL forum alerted me to the expression â€Å"to come to bear.† What is the meaning of â€Å"comes to bear† in this context: Speaker One: I want to tell you about summer camp. It was a wonderful childhood experience. Speaker Two: We can get to it later. Speaker One: We can get to it now. You see, it all comes to bear. Various possibilities were offered by other members of the forum: It probably means â€Å"it has a bearing on (something).† â€Å"Bear† in this sense means â€Å"produce†. A tree can bear fruit, or a woman can bear children. â€Å"It all comes to bear† means â€Å"it all comes to fruition.† Searching the web, I found numerous examples of â€Å"come to bear,† mostly in headlines. but sometimes in connected text. Will FedEx pressure come to bear? Political pressure will come to bear on US margin rules The roles of first lady come to bear Polar policies come to bear On a site dedicated to the writing of business letters, I found this definition of the phrase: Come to Bear: If something comes to bear on you, you start to feel the pressure or effect of it. Although this definition does not explain the use of â€Å"it all comes to bear† in the quotation that started this inquiry, it does shed some light on the other uses. â€Å"Come to bear† seems to be derived from the idiom â€Å"bring to bear,† meaning â€Å"to apply (pressure) or exert (influence).† Pressure is brought to bear. Influence and arguments are brought to bear. Then, once such things are brought to bear, the objects of the pressure, influence or arguments feel the effects. They are affected. It seems to me that the expression â€Å"comes to bear† is a messy, obfuscating circumlocution for â€Å"affects† or some other verb. Like passive voice, the â€Å"comes to bear† expression conceals part of the message to be conveyed. Compare: Will FedEx pressure come to bear? Will FedEx pressure affect the golf playoffs? Political pressure will come to bear on US margin rules Political pressure will affect/alter existing US margin rules The roles of first lady come to bear The role of First Lady affects the woman in it â€Å"Comes to bear† is an expression that careful writers can do without. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund Phrases20 Pairs of One-Word and Two-Word Forms30 Nautical Expressions

Argumentative Research Paper Example | Topics and Well Written Essays - 3000 words

Argumentative - Research Paper Example dy is to describe the impact of societal issues that may affect children and their up brining; there are many researchers who wrote a lot regarding the impact of social set up on children. The use of drugs in teenagers have been rising in todays civilization, and the majority of drug users start to take drugs in their preteen or teenage time as in that moment in time, the young people have to face a tough time to discover themselves. One of the most significant aspects that cause teenagers to use drugs is because of their family. As everybody knows, parents are the foremost teachers for their children, so the families educations are very important. The parents act as an active teacher and model of such patterns. Unfortunately, a number of parents sometimes use some drugs such as cigarettes and alcohol, which are very popular substances, when their children are at front of them. When their kids saw their parents to use those kinds of substances, they might think that it does not matter to use cigarettes and alcohol because their parents also use them. Therefore, they would imitate their parents and try them. In the same manner, the parents pressure and family problem also can cause a teenager to use drugs. Sometimes, the parents give their children too much stress such as getting high marks in school, and think that their children are the perfect, so when the children cannot receive those stress any more, they would like to escape from it. In todays high school the availability and variety of drugs is very widespread. Since drugs are easy to get, the people naturally interest in them may build up quickly. You ought to hear that a person to say his experience reaction on drug usage, such as, "hey, this made me so cool, and I was a stoned and big man". Therefore, his response about using drugs may increase your curiosity about using drugs. The teenagers use drugs not only caused by their families, but social factors also are the most important elements to influent

How to move into a new home Essay Example | Topics and Well Written Essays - 500 words

How to move into a new home - Essay Example It requires a high level of commitment that is demanding, both financially and physically. Further, moving into a new home is a long process that should begin well before the final day that a person moves. Following a systematic procedure however reduces the involved strain. The first step in moving into a new home involves planning for the proposed move. Even though many people who think that it is not important overlook this stage, it determines the efficiency of the entire process. Planning for the move should be done prior to moving out of the old home and include many considerations such as when to move out of the old home, when to move into the new home, agency to use for moving and possible intermediary processes and challenges between moving out of the old home and moving into the new home. The major significance of planning is that it identifies possible challenges in the process and prepares an individual. Once planning has been done and the moving dates established, renovation of the new home follows. This is done according to the plan and needs to be completed well before the scheduled dates for moving. This stage ensures that possible problems in the new home such as required paintings and repair of broken pieces are fixed. All this can be done through renovation agencies or through direct contracting of renovating personnel. It is followed by, or may be concurrently done with packing of belongings in the old home. Determined by the period in the planning, packing of the property to be moved should be done in such a way that it is complete before the moving out date. This can be done personally or with the help of contracted individuals. It also involves making decision on what to move out with so that one does not pack unnecessary things. Once packing is complete, an individual should consider the things that will lack in the new home. These