Rock Music and Free Time free essay sample

Regarding the most popular hobbies, people like playing basketball or football, reading, stamp collecting, etc. However, I love to listen to music and also to sing. Have a large and superb collection of tracks and listen to all kinds of music. My collection ranges from hip hop music to rock and from blues music to rap. My hobby is listening to these songs carefully and then to learn them. I sit with a piece of paper and a pen while I write down the lyrics of the songs that I hear.Then I hum along and soon know the tunes too. I switch off the Black Berry recorder and then I pretend to be the singer myself. Sing the song exactly it was sung by the playback singer. I sometimes succeed and I sometimes fail. Once I feel that sing perfectly I tape my own voice. When I listen to the recording I am objective and try to find my faults in singing. We will write a custom essay sample on Rock Music and Free Time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This helps me to improve my singing and I feel confident and thrilled. Whenever I go to a party, my friends persuade me to dance. Once I begin, the party livens up, people join in and the place is filled with the sound of music.I feel proud of myself and my friends also praise me because they feel that become the life of the party. I listen to music and I sing every day when I go to school or when have a free time in school. My hobby makes me happy and at least brings joy to my sister and friends. In my opinion, it is necessary that everybody have a hobby. It educates people; they give their pleasure, and help them to use his free time fruitfully. If a person has no hobby, he will turn him free time into something useful? From my point of view, if were you I would listen to music every day. Rock Music and Free Time free essay sample Without music life would be a mistake! My hobbies are singing and dancing. Regarding the most popular hobbies, people like playing basketball or football, reading, stamp collecting, etc. However, I love to listen to music and also to sing. I have a large and superb collection of tracks and I listen to all kinds of music. My collection ranges from hip hop music to rock and from blues music to rap. My hobby is listening to these songs carefully and then to learn them. I sit with a piece of paper and a pen while I write down the lyrics of the songs that I hear.Then I hum along and soon I know the tunes too. I switch off the Black Berry recorder and then I pretend to be the singer myself. I sing the song exactly It was sung by the playback singer. I sometimes succeed and I sometimes fall. We will write a custom essay sample on Rock Music and Free Time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Once I feel that I sing perfectly I tape my own voice. When I listen to the recording I am objective and try to find my faults in singing. This helps me to improve my singing and I feel confident and thrilled. Whenever I go to a party, my friends persuade me to dance. Once I begin, the party livens up, people join in and the place is filled with the sound of music.I feel proud of myself and my friends also praise me because they feel that I become the life of the party. I listen to music and I sing every day when I go to school or when I have a free time in school. My hobby makes me happy and at least brings joy to my sister and friends. In my opinion, it is necessary that everybody have a hobby. It educates people; they give their pleasure, and help them to use his free time fruitfully. If a person has no hobby, he will turn him free time into something useful? From my point of view, if I were you I would listen to music every day.

Marketing campaign for a small retail business Essay Example

Marketing campaign for a small retail business Essay In this project I am going to produce a marketing campaign for a small retail business. The business, which I am going to make, will have competitors in the local area. Before I am going to open my business, I will have to decide on a few main things. E.g. which products I am going to sell, the prices at which the products are going to be sold, where my business is going to be located and how I am going to promote my shop and the products. For my marketing Campaign Plan, I am going to develop a small supermarket, which will be called Shoprite. I want to keep the supermarket as small as possible and the products at the best standard. The supermarket will sell essential household products and I also We will write a custom essay sample on Marketing campaign for a small retail business specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Marketing campaign for a small retail business specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Marketing campaign for a small retail business specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Would like to stock a selection of sweets/crisps newspapers and magazines, ice creams, fruit and vegetables, cards, yoghurt, cigarettes etc. Shoprite will not be located in central Seaford but on the outskirts of town, mainly in residential areas. The reason for this is that it will save people from driving into town for their necessities. Shoprites competitors will be: 1. Costcutters 2. CO-OP 3. Scoop n weigh 4. Green Grocers Before I decide on the products, which my supermarket will be selling etc. I am first going to draw up a research plan as; it is going to help me with the information that I will need. The data that I will collect, I am going to gather by handing out questionnaires to people aged 10 years and older. The questionnaire will ask questions like; What is your age, sex, what product do you mostly buy, how much do you pay for it, where do you buy your weekly shopping from etc. I am going to do market research by, handing out questionnaires, from the Internet and magazines and by looking at competitors prices. BUSINESS OBJECTIVES In this task I am going to look at the businesses overall aims and objectives. First of all I am going to explain the difference between an aim and an objective. An aim is the overall goal of a business or the main thing the business wants to achieve in the long term. An objective is what a business must do in that term to achieve its aims. For example, it may have the objective of cutting its costs by 5% in order to achieve its aim of surviving a difficult patch. There are five basic aims businesses could follow. For each of the five aims listed below, I am going give two objectives. AIMS OBJECTIVES Survival Match competitors on price and quality, Break even. Growth Increase product range, Increase the number of employees. Maximising Profit Carry out market research, Carry out advertising to maximise sales. Social Responsibility Sponsor an organisation in the local community, Provide a safe and constant service. Prestige Carry out advertising to maximise sales, Improve quality of customer service. In my case, I am only going to use two of the aims that are listed above. The reasons why are as follows: * Survival To me this aim is extremely important. The aim is to make a profit; therefore it is not satisfactory to break-even in the long run. I am going to achieve this aim by staying open later than all my competitors do. * Prestige I am going to try and keep the products that are going to be sold to a better quality/standard than my competitors. For my secondary research, I am going to carry out a questionnaire. MARKETING RESEARCH PLAN The definition of Market Research is, the process of gaining information about customers, competitors and market trends through collecting Primary or Secondary data. In this task, I am going to carry out a marketing research plan to find out; * What customers want * What my competitors are doing * How successful marketing plans have been. Primary Data is information, which has been gathered for a specific purpose through direct investigations such as observations, surveys and through experiment. Secondary Data is information, which already exists such as, accounts and sales records, government statistics, newspaper articles or reports from advertising agencies. There are two well-known market research methods namely: 1. Desk Research (Secondary Research) This research uses existing sources of Information to research the market. E.g. * Company sales reports * Government statistics * Trade Association Publications * Market Research carried out in the past Advantages: * It is less expensive * Quicker to carry out because the information is already available. 2. Field Research (Primary Research) This is research, which involves obtaining new information about the market by asking people. The main methods of collecting Primary Data include: * Questionnaire A list of questions are to be answered by respondents and it is designed to give information about consumers and their tastes. * Test marketing Is a limited introduction of a product or service to test public reaction for a full market strategy. Giving the public a small sample of what is to be offered is a form of test marketing. * Consumer Panels This type of research is quite expensive as, an interviewer has to be employed to interview customers. Advantages: * The information is more accurate Disadvantages: * It costs more money * It takes more time to collect the information than with Desk Research To find out what potential customers want, I am going to draw up a Questionnaire because I feel that it is an easy way to collect data and it is accurate. Below is an example of what my questionnaire is going to look like. QUESTIONNAIRE 1. Which age group do you fall in? (Please tick one box) 10 20 21 30 31-40 41+ 2. Which of the following products do you mostly buy? (Please tick one box) Quick meals newspapers and magazines sweets ice cream 3. How much do you think is a reasonable price to ask for that specific product? (Please state answer) 4. Where do you buy your bread, milk and other house necessities? (Please tick one box) Safeway Sainsburys Somerfield Asda Tesco (Please tick one box) 5. What attracts you to that particular shop? (Please tick one box) Variety of products quality products friendly service 6. Which local newspapers do you read? (Please tick one box) The leader Friday-ad Harold Argus Seaford Cazette 7. Where do you usually find out about new shops? (Please tick one box) Newspapers Internet Magazines Shop windows People Thank you very much for taking the time in answering my questionnaire. Before I am going to let people fill in my questionnaires, I first chose a sample that would work best. In my case I am going to use: * Convenience sampling chooses the individuals that are easiest to reach or sampling that is done easy. Convenience sampling does not represent the entire population. * Stratified sampling a sample obtained by the process of dividing a population into categories representing distinctive characteristics and then selecting a random sample from each category. After I have collected the data, I analysed the outcome on graphs. MARKETING CAMPAIGN OBEJECTIVES I am first of all going to explain what Marketing Objectives are and then I am going to explain the likely Marketing Objectives of my Marketing Campaign Plan I am going to give the definition for each of the following words: Marketing, Marketing Objectives and the Marketing Mix. Marketing: The management process which is responsible for identifying Potentially profitable products and then selling them to customers. Marketing Objectives: Before embarking on any marketing activity, the marketing department must decide on their aims and objectives. An objective is how an aim could be achieved. Marketing Mix: The Marketing Mix is the term used to describe the various Marketing activities of a firm. These are referred to as the 4 Ps. The 4 Ps stand for: * Product goods made or services provided by businesses. * Price A price where the demand for a product equals its supply. * Promotion communication between business and customer, making the customer aware that the product is for sale, telling or explaining to them what the product is. * Place Where a business is situated. e.g. Safeway is situated in the residential area. There are four marketing Objectives that I am going to use for my marketing campaign. * Advertising: To create goodwill in a competitive and changing environment. * Sales Promotion: To maintain/improve levels of sales in a short term. * Promotion: To minimise the bad effects that a change might have on the market. * Market Research: To change existing or develop new products/services to meet customers needs. PRODUCTS I am going to outline the products/services that my business will be offering and then explain how I will differentiate my products/services from my competitors. Shoprite is not going to be anything grand and smart, it is just going to be a plan and simple supermarket, as it isnt going to have a huge selection of different brands (an named product which customers see as being different from other products) and products. All Shoprite will be mainly selling is household necessities, a few newspapers and a small selection of sweets. There is only one way in which I can think of making Shoprite any different from the competitors and that is that: * Shoprite is going to be located on the outskirts of Seaford (in residential areas) so that people can buy their house necessities e.g. bread and milk. Product differentiation means: Making one product different from another, for instance through the quality of a product, its design, packaging or advertising. There is no doubt that Shoprite will have good quality products because I will never be able to get it over my heart if I knew that I ripped off my own customers! PRICE In this task I am going to explain: The factors that affect the choice of pricing strategy, the different pricing strategies available to businesses and which pricing strategies my business will use and why. A business must decide on how they are going to price its products, in making this decision it must consider: * What profit it wants to make. * What your competition is charging for their products * What your customers are prepared to pay for your products. There are several pricing strategies, which are available to businesses: * Cost-plus fixing a price by adding a certain percentage profit margin to the cost of a product. * Penetration setting a low price initially to attract more customers. * Skimming selling a low product or service at a deliberately high price, this is for high quality/unique goods. * Competition a price based on what your competitors are charging. * Price discrimination selling the same product or services for different prices to different segments of the market. * Non-prices competition strategies other than prices which are used to attract customers. For my business to have a good start, I need to think about what pricing strategy Shoprite will use. I thought by starting off, it would be good if my first strategy is competition as I feel that it would be good if I start off by asking the prices which my competitors ask for their products. PLACE This task is about: * The location of my business. * The transport, which my business is going to use. Shoprite is going to be a small supermarket so it will be located on the outskirts of Seaford (preferably in the valley dip area) because I reckon that people would rather quickly buy there house necessities at a shop which is near their home than drive down town. Channels of distribution For a product to sell, it has to be at the right place, at the right time. There is a channel of distribution between the customer and the manufacturer of a product. The channel of distribution that Shoprite will be using is: * Through wholesalers because Shoprite is a small shop and cant buy directly from the manufacturer because my orders are to small so, I will be buying my products through wholesalers. There are a variety of different types of transport that are available. * Road: It is quite expensive and more flexible than any other form of transport. * Rail: Goods, which are carried in bulk for long distances are more, suited for rail transport. * Air: It tends to be used to transport items that require fast delivery or which are highly perishable. * Sea: There are many forms of sea transport which includes: Cargo liners, tankers and container ships. Although it is slow compared to other forms of transport, ships can move bulky items and is more cost effective. Two other methods of transport that arent very popular are Canals and Pipelines. Shoprite will use road transport it is the only type of transport that I will need and it is very flexible and I wouldnt need to move a lot of bulky items. PROMOTION This task is about promotion techniques and the ways to help raise awareness of business products or services and encourage consumers to buy them. There are a few definitions of promotion: * Communication or the main aim between a business and customer. * Making the customer aware that the product is for sale. * Tell or explain to the customers what the product is or how it works. * To make the customers aware of how the product will serve the customers needs. * To persuade the customers to buy the products for the first time or again. Shoprite will use the promotion techniques that are listed below: * Public Relations it is free advertising. Press releases are sent to for example newspapers and magazines to announce new products or company activities that may help to promote a company and its products. * Advertising it is a form of non-personal communication with customers. An advertising message may be informative (provide customers with information) or persuasive (influence or persuade customers) advertising.

Triangles on ACT Math Geometry Guide and Practice Problems

Triangles on ACT Math Geometry Guide and Practice Problems SAT / ACT Prep Online Guides and Tips If you thought the ACT was a big fan of circles, then brace yourself for its absolutely shameless love of triangles. In one breath, you may be expected to find the various dimensions of an obtuse triangle, and the next, an isosceles right triangle. ACT triangle problems will be as numerous as they are varied, so make sure you familiarize yourself with all the different types before test day. This will be your complete guide to ACT trianglesthe types of triangles that will show up on the ACT, the formulas you’ll need to know to solve them, and the strategies you’ll need to apply when approaching a triangle question. We’ll also break down real ACT math problems and give you the walk-throughs on how to most efficiently and effectively tackle any and all triangle problems you come up against. What Are Triangles? Before we go through how to solve a triangle problem, let’s discuss the basics. A triangle is a flat figure made up of three straight lines that connect together at three angles. The sum of these angles is 180 °. Each of the three sides of a triangle is called a â€Å"leg† of the triangle, and the largest (longest) leg is called the â€Å"hypotenuse.† The angle opposite the hypotenuse will always be the largest of the three angles. The sum of any two legs of a triangle must always be greater than the measure of the third side. Why? Because when the sum of two lines is smaller than the measure a third line, they cannot all connect to form a triangle. Triangles that have legs which sum only slightly more than the hypotenuse are quite long and skinny, but they still make the â€Å"bump† of a triangle because they combine to be longer than the third side. But if the legs are too short, they will never meet, no matter how shallow the angle. And if the lines are the exact length of the hypotenuse, then they will flatten to a perfectly straight line, overlapping the hypotenuse precisely. Let's look at an example ACT problem of this kind: A triangle has side lengths of 6 inches and 9 inches. If the third side is an integer, what is the least possible perimeter, in inches, of the triangle? 4 15 18 19 29 We know, based on our rules for the side lengths of triangles, that the sum of two sides must be greater than the third. Because we are trying to find the smallest perimeter, we must find our missing side by taking the difference of our two leg lengths: $9 - 6 = 3$ Considering the sum of two legs must be greater than the third side, our missing side must be greater than 3. (Why? Because $6 + 3 = 9$ and we need the sum to be larger than 9.) If our missing side is an integer value (which we are told is true), and we are trying to find the minimum perimeter value, then our missing side must be the smallest integer greater than 3. Which means that our missing side is 4. To find our perimeter, then, we must add all our sides together: $4 + 6 + 9 = 19$ Our final answer is D, 19. (Note: always pay attention to the exact question you’re being asked and don’t get tricked by bait answers! If you were going too quickly through the test, you might have been tempted to select answer choice A, 4, which was the value of the missing side length. But, since we were asked to find the perimeter, this would have been the wrong answer.) Ready to enter the realm of special triangles (and become insanely awesome)? Special Triangles There are several different kinds of special triangles, all of which commonly appear on the ACT. In this section, we will define and describe all the different kinds of triangles you’ll see on the test. In the next section, we will go through all the formulas you’ll need to know for your ACT triangle problems, as well as how to use them. Equilateral Triangles An equilateral triangle is a triangle that has three equal legs and three equal angles. Though the leg measurements can be anything (so long as they are all equal), the angle measurements must all equal 60 °. Why? Because a triangle’s angles must always total 180 °, and $180/3 = 60$. a Isosceles Triangles An isosceles triangle is a triangle in which two sides and two angles are equal. The sides opposite equal angles will always be equal and the angles opposite equal sides will always be equal. This knowledge will often lead you to the correct answers for many ACT questions in which it seems you are given very little information. (We will go through how to solve this problem later in the guide, but for now, note how it seems as if you are not given enough information. But, if you remember that angles opposite equal lines are also equal, then you’ll see that you now have exactly enough to solve the problem) Right Triangles A right triangle is a triangle in which one of the angles measures 90 ° (90 ° is a right angle). This means that the sum of the other two angles must be 90 ° as well, since a triangle’s angles always add up to 90 °. The leg opposite the 90 ° angle will always be the triangle’s hypotenuse. This is due to the fact that the 90 ° angle will always be the largest angle in a right triangle. (Why? Because two 90 ° angles would make a straight line, not a triangle.) Special Right Triangles There are many different kinds of right triangle and some are considered â€Å"special.† These are triangles that have set angles or side lengths and formulas to correspond with them. Understanding these types of triangles (and their formulas) will save you a significant amount of time as you go through your test. We will go through the formulas that correspond with these types of triangles in the next section, but for now, let’s go through their definitions. Isosceles Right Triangle An isosceles right triangle is just what it sounds likea right triangle in which two sides and two angles are equal. Though the side measurements may change, an isosceles triangle will always have one 90 ° angle and two 45 ° angles. (Why? Because a right triangle has to have one 90 ° angle by definition and the other two angles must add up to 90 °. So $90/2 = 45$.) 30-60-90 Triangles A 30-60-90 triangle is a special right triangle defined by its angles. It is a right triangle due to its 90 ° angle, and the other two angles must be 30 ° and 60 °. 3-4-5, and 5-12-13 Right Triangles 3-4-5 and 5-12-13 triangles are special right triangles defined by their side lengths. The numbers 3-4-5 and 5-12-13 describe the lengths of the triangle’s legs, meaning that, when you have a right triangle with two leg lengths of 4 and 5, then you automatically know that the third leg equals 3. Any consistent multiples of these numbers will also work the same way. So a right triangle could have leg lengths of: 3(1)-4(1)-5(1) = 3-4-5 3(2)-4(2)-5(2) = 6-8-10 3(3)-4(3)-5(3) = 9-12-15 And so on. These are considered special right triangles because all their sides are integers. a a Now it's triangle formula time! Triangle Formulas Now that you know what all your triangles will look like, let’s go through how to find missing variables and information about them. You will not be given any formulas on the ACT, so you must know all of these formulas by heart. (For more on the formulas you’ll need for the ACT math section, check out our guide to the 31 formulas you must know before test day.) But beyond memorizing your formulas, you also must take care to understand themhow they work and when. All the rote memorization in the world won’t help you if you don’t know when or how to apply them when solving your problems. All Triangles Area $a = {1/2}bh$ $b$ is the base of the triangle, which is the length of any one of the triangle’s legs. $h$ is the height of a triangle, found by drawing a straight line (at a 90 ° angle) from the base of the triangle to the opposite angle from the base. This means that, in a right triangle, the height is the length of the leg that meets at a 90 ° angle to the base. In a non-right triangle, you must create a new line for your height. Perimeter $p = l_1 + l_2 + l_3$ Just like with any other kind of plane geometry figure, the perimeter of a triangle is the sum of its outer sides (the triangle’s three legs). Right Triangles Some triangle formulas apply specifically to right triangles, so let's take a look. Pythagorean Theorem $a^2 + b^2 = c^2$ The Pythagorean theorem allows you to find the side lengths of a right triangle by using the lengths of its other sides. $a$ and $b$ signify the shorter legs of the triangle, while $c$ is always the leg opposite the 90 ° angle (the hypotenuse). According to the Pythagorean theorem,$a^2 + b^2 = c^2$. We know that the side with $y$ meters must be our hypotenuse, as it is opposite the 90 degree angle. This means that: $a^2 + b^2 = c^2$ $4^2 + x^2 = y^2$ Now, we need to find $y$ in terms of $x$, which means we need to isolate our $y$. $16 + x^2 = y^2$ $y =√{16 + x^2}$ Our final answer is E, $√{x^2 + 16}$ 3-4-5 and 5-12-13 triangles (and their multiples) are special because you do not need to work through the pythagorean theorem in order to find the side measures of the third length. Remember, if two sides of a right triangle are 12 and 15, then you automatically know the third side is 9 (because $3(3)-4(3)-5(3) = 9-12-15$). Though we can find the length of BC using the Pythagorean theorem, we can also simply know that it is 5. (Why? Because it is the hypotenuse of a right triangle with leg lengths of 3 and 4). Now, we can set up a proportion to find the measure of side AE. The length of AE to its hypotenuse will be in proportion to the length of BD to its hypotenuse. ${AE}/20 = 3/5$ $5AE = 60$ $12$ Our final answer is B, 12. Isosceles Right Triangle $x, x, x√2$ Though you can find the missing side lengths of an isosceles triangle using the Pythagorean theorem, you can also take a shortcut and say that the equal side lengths are $x$ and the hypotenuse is $x√2$. Why does this work? Let’s look at an isosceles right triangle problem. It is given to us that one side length equals 10, so we know the second leg must also equal 10 (because the two legs are equal in an isosceles triangle). We can also find the hypotenuse using the Pythagorean theorem because it is a right triangle. So: $10^2 + 10^2 = c^2$ $100 + 100 = c^2$ $200 = c^2$ $c = √200$ $c = √100 * √2$ (Why were we able to split up our root this way? Check out our guide to ACT advanced integers and its section on roots if this process is unfamiliar to you.) $c = 10√2$ So, we are left with side lengths of 10, 10, and 10√2. Or, in other words, our side lengths are $x, x$, and $x√2$. So our final answer is E, $10√2$ 30-60-90 Triangle $x, x√3, 2x$ Just like with an isosceles right triangle, a 30-60-90 triangle has side lengths that are dictated by a set of rules. Again, you can find these lengths with the Pythagorean theorem, but you can also always find them using the rule: $x, x√3, 2x$, where $x$ is the side opposite 30 °, $x√3$ is the side opposite 60 °, and $2x$ is the side opposite 90 °. a a Make a note now of any formulas that are unfamiliar to you. You will need to know them by test day, so a little practice and organization now will go a long way to keeping them straight in your head. Typical Triangle Questions Most triangle question on the ACT will involve a diagram, though a rare few will be purely word problems. Let’s look at some of the standard types of question in each category. Word Problems Most triangle word problems are fairly simplistic once you draw them out. In fact, often times, the very reason why they give you the problem as a word problem instead of providing you with a diagram is because the test-makers thought the problem would be too easy to solve with a picture. Whenever possible, draw your own diagram when you are given a triangle problem without one. It won’t take you long and it’ll be much simpler for you to visualize the question. This should be a simple figure, but it never hurts to quickly sketch it out in order to keep all our parts in order. We are told that this is a right triangle and we need to find one missing side length, so we will need to use the Pythagorean theorem. $a^2 + b^2 = c^2$ Using our given side lengths for $a$ and $b$, we have: $6^2 + 7^2 = c^2$ $36 + 49 = c^s$ $85 = c^2$ $c = √85$ Our final answer is G, $√85$ Diagram Problems There are several different kinds of triangle problems that involve diagrams. Let’s break them into categories and discuss the strategies for each. Diagram Type 1 - Finding Missing Values Most triangle problems will fall into this categoryyou will be asked to find a missing angle, an area, a perimeter, or a side length (among other things) based on given information. Some of these questions will be more complicated than others, but the ACT will always provide you will enough information to solve a problem, so it’s up to you to put the clues together. Let’s walk through some real ACT math examples of this type: Example 1, First, let us fill in our given information so that we don't lose track of which angles measure what. We know that the interior angles in a triangle sum up to 180 degrees, so we can find ACB by subtracting our givens from 180. $180 - 30 - 110$ $40$ We also know that any straight line will measure 180 degrees. BCD are collinear, which means that they lie on a straight line. We can therefore find angle ACD by subtracting our ACB measure from 180. $180 - 40$ $140$ Our final answer is G, 140 °. Example 2, Similar triangles are in proportion with one another, so we can find the side lengths for triangle BAC by setting up proportions with triangle LKM. ${BA}/{AC} = {LK}/{KM}$ ${BA}/3 = 12.5/7.5$ $7.5BA = 37.5$ $BA = 5$ And our second proportion will follow the same model. ${AC}/{BC} = {KM}/{LM}$ $3/{BC} = 7.5/15$ $7.5BC = 45$ $BC = 6$ Now, we have all the side measures for triangle BAC, which means we can find its perimeter. $5 + 3 + 6$ $14$ Our final answer is B, 14. Diagram Type 2 -Ratios and (In)Equalities These kinds of questions will generally ask you to either find the ratios between parts of different triangles or will ask you whether or not certain sides or angles of triangles are equal or unequal. We are told that AD is equal to BC, which means that their corresponding angles will also be equal. This means that angles CAB and DBA are equal (which consequently means that angles EAB and EBA are equal). We can therefore eliminate answer choice K. Now, if angles CAB and DBA are equal, then angles CBA and DAB must ALSO be equal. Why? Well we know that each triangle has a 90 degree angle and one angle to equal to some unknown measurement (which we could call $x$). This means that the third, remaining, angle (let's call it $y$) must ALSO be the same for each triangle. Each triangle would then be made up of: $180 = 90 + x + y$ This means that we can eliminate answer choice J. By that same reckoning, if angle DAB = angle CBA, then the legs opposite those angles must also be equal. This means that AC = BD, which means that answer choice F can be eliminated. Because AD and CB are equal and both are part of a triangle with a hypotenuse of AB, legs CA and DB will cross in a manner that makes each half of the leg equal to the corresponding half of the leg of the other triangle. In other words, AE = EB and DE = EC. This means we can eliminate answer choice H. The only answer choice we are left with is G.AD CANNOT equal AE. Why? AD is the leg of triangle ADE, while AE is the hypotenuse of that same triangle. From our definitions, we know that the hypotenuse must always be the longest side of the triangle and so it cannot be equal to one of the legs. Our final answer is G. Diagram Type 3 -Multi-Shape or Shapes Within Shapes As you can see from earlier examples, some of the triangle problems on the ACT will involve multiple triangles (or other geometric shapes) combined together. This technique for presenting you problems is designed to challenge your understanding of lines and angles as well as triangles. For these types of problems, you must use the information you are given and solve for more information down the line until you find exactly what you’re looking for. It’s essentially a domino effect of problem solving. Because this problem uses variables, the simplest way to solve it is byplugging in our own numbers. So let us do so. We are told that each unshaded triangle is a congruent right triangle. Because variables can be difficult to work with, let us replace $x$ with 4. (Why 4? Why not!) This means that each triangle has one leg that measures 4 and one leg that measures $2(4) = 8$. Now, we can find the length of one side of the square ABCD by adding our values together. $4 + 8$ $12$ Each side of the square ABCD is equal to 12. Now we can find the total area by squaring this side measure, so: $12^2$ $144$ The total area for ABCD is 144. Now, because each unshaded triangle is a right triangle, we can find the side measures for the shaded square using the Pythagorean theorem. $4^2 + 8^2 = c^2$ $16 + 64 = c^2$ $80 = c^2$ $c = √80$ Since this is the measure of one side of the shaded square, we can now find the area for the shaded square by squaring this number. So: $√80)^2$ $80$ Now, we must simply divide our shaded square by our unshaded square, ABCD, in order to determine what fraction it is of the larger square. $80/144$ $80à · 16 = 5$ and $144à · 16 = 9$ $5/9$ Our final answer is D, $5/9$ Life lessons and triangle strategieswin-win! Strategies for Solving a Triangle Question Because there are so many different kinds of triangle problems, it is difficult to break down one exact path for problem solving them. That said, your greatest assets and strategies when solving triangle problems will be to: 1) Write down your formulas Because you are not given any formulas, you must keep them in your head and in your heart. The good news is that more you practice, the better you’ll be at rattling off triangle areas or side lengths of 30-60-90 triangles or anything else you’ll need. But if you feel like you’ll forget your formulas as you go through your test, take a few seconds and write them down before you start solving your questions. Once you do, they will be there indelibly for you to work from for the rest of the math section, and you won’t have to worry about forgetting them. 2) Use your formulas (and take your short-cuts) Once you’re sure that you’ve remembered your formulas, using them is the absolute most crucial step for any triangle problem. And, considering that most of your formulas essentially act as short-cuts (why bother solving with the Pythagorean theorem when you know that the legs of a 30-60-90 triangle are $x, x√3, 2x$?), you will save yourself a great deal of time and energy when you can keep your formulas on hand and in order. 3) When working with multi-shapes, break it into small steps Remember that dealing with a multi-shape triangle problem is like working with dominos. Each successive piece of information makes way for finding the next piece of information. Don’t get intimidated that you don’t have enough information or that there are too many shapes or lines to deal with. You will always have enough data to go onjust focus on finding one shape and one piece of information at a time, and the dominos will fall into place. 4) Draw it out Draw your own diagrams if you are given none. Draw on top of your diagrams when you are given pictures. Write in your givens and all the measurements you find along the way to your missing variable (or variables), mark congruent lines and angles. The more you can clarify your diagrams, the less likely you’ll be to make careless errors in misplacing or confusing your numbers and equalities. Ready to put your knowledge to the test? Test Your Knowledge Now let's test your triangle knowledge against some more real ACT math problems. 1) 2) 3) 4) Answers: B, F, E, H Answer Explanations: 1)Because we are told that this is an isosceles trapezoid, we know that each non-parallel side must be equal. This means that the angles that capture these sides (angles BDC and ACD) must also be equal. We also know that the interior degrees of a triangle will always sum 180 degrees, so we can find the measure of DXC by subtracting our two known angles from 180. $180 - 25 - 25$ $130$ Now, DB is a straight line, which means that the angles that make the line must total 180 degrees.This means we can find angle BXC by subtracting our known angle from 180. $180 - 130$ $50$ Finally, we again know that a triangle's interior angles will sum to 180, so we can find DBC by subtracting our known angles from 180. $180 - 50 - 35$ $95$ Our final answer is B, 95 °. 2)We know from our triangle definitions that the larger the side opposite an angle, the larger the angle will be. (If you ever feel unsure about the relationships between angles and sides of a triangle, you can also consult your rules and definitions of trigonometry.) So if we drew in some random side measurements for XZ and YZ (so long as they follow the rule that XZ YZ), we can see clearly that angle Y will be greater than angle X. Our final answer is F, angle X angle Y. 3)We are told that the triangle is a hypotenuse right triangle, which means that we can use our shortcuts to find the other two side lengths. We know that an isosceles right triangle has side lengths of $x, x$, and $x√2$. Since we already know that the hypotenuse is $8√2$, we can say that the other two sides both measure 8. Now, we can add together the legs to find the perimeter. $8 + 8 + 8√2$ $16 +8√2$ Our final answer is E, $16 + 8√2$ 4)Before we do anything else, let us fill in our given information. Now, we can know the triangles and the exterior angle are all collinear, which means that the angles that create the line will sum to 180 °. This means we can find angle CBD by subtracting our exterior angle from 180. $180 - 140$ $40$ Now that we have two interior angle measures in triangle DCB, we can find the measure of the third (because the interior angles in a triangle will always add up to 180). $180 - 40 - 47$ $93$ [Note: you may notice that the sum of the two angles not touching the exterior angle sum up to equal the exterior angle$47 + 93 = 140$. This is not a coincidence. It will always be the case that the two non-connected angles will sum to equal the exterior angle of any type of triangle.) Now we again have two angles that create a straight line, which means that we can find the measure of angle CDA by subtracting our known angle from 180 °. $180 - 93$ $87$ And finally, CAD forms a triangle, which means that its interior angles will sum to equal 180. We can find angle ACD by subtracting our two known values from 180 °. $180 - 76 - 87$ $17$ Our final answer is H, 17 °. Aw, yea. You've earned that nap. The Take-Aways Whether it be a trigonometry problem or a geometry problem, you’ll see triangles several times on any given ACT. Though most triangle problems are fairly straight forward, you’ll need to know the basic building blocks of triangles and geometry in order to understand how to solve them. Know your definitions, memorize your formulas, and do your best to keep a clear head as you go through your test. And, as always, practice, practice, practice! The more experience you get in solving the variety of triangle questions the ACT can think to put in front of you, the better off you’ll be. What’s Next? Whoo! You took on triangles and won (give yourself a round of applause)! In the mood for more geometry? Hop on over to our guides on ACT circles, polygons, and solid geometry and round off all your geometry studies in one go. Not sure what topic to tackle next? Make sure you've got a clear idea of all the math topics you'll be tested on and check out all of our ACT math guides for reference and practice. Each guide has definitions, formulas, and real ACT practice questions and will break down the solving process step-by-step. Been procrastinating? Check out our guide on how to take back your study time and beat back those procrastination demons. Looking to get a perfect score? Our guide to getting a 36 on the ACT math (written by a perfect-scorer!) will help get you where you need to go. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, 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:

Swordfish Facts

Swordfish Facts Swordfish (Xiphias gladius) was made famous in the late 1990s by Sebastian Jungers book The Perfect Storm, which was about a swordfishing boat lost at sea. The book was later made into a movie. Swordfishing captain and author Linda Greenlaw also popularized swordfishing in her book The Hungry Ocean. Swordfish is a popular seafood that may be served as steaks and sashimi. Swordfish populations in U.S. waters are said to be rebounding after heavy management on a fishery that once overfished swordfish and also resulted in a large bycatch of  sea turtles. Swordfish Identification These large fish, which are also known as the broadbill or broadbill swordfish, have a distinctive pointed, sword-like upper jaw that is over 2 feet long. This sword, which has a flattened oval shape, is used to stab prey. Their genus  Xiphias comes from the Greek word xiphos, which means sword. Swordfish have a brownish-black back and light underside. They have a tall first dorsal fin and distinctly forked tail. They can grow to a maximum length of over 14 feet and weight of 1,400 pounds. Females are larger than males. While young swordfish have spines and small teeth, adults do not have scales nor teeth. They are among the fastest fish in the ocean and are capable of speeds of 60 mph when leaping. Classification Kingdom: AnimaliaPhylum: ChordataSubphylum: VertebrataSuperclass: GnathostomaSuperclass: PiscesClass: ActinopterygiiOrder: PerciformesFamily: XiphiidaeGenus: XiphiasSpecies: gladius Habitat and Distribution Swordfish are found in tropical and temperate waters in the Atlantic, Pacific and Indian Oceans between the latitudes of 60 °N to 45 °S. These animals migrate to cooler waters in the summer, and to warmer waters in the winter. Swordfish may be seen at the surface and in deeper waters. They can swim in deep, cold parts of the ocean due to specialized tissue in their head that warms their brain. Feeding Swordfish feed primarily on small bony fish and cephalopods. They opportunistically feed throughout the water column, taking prey at the surface, in the middle of the water column and at the ocean bottom. They may use their sails to herd fish. Swordfish appear to swallow smaller prey whole, while larger prey is slashed with the sword. Reproduction Reproduction occurs by spawning, with males and females releasing sperm and eggs into the water near the ocean surface. A female may release millions of eggs, which are then fertilized in the water by a males sperm. The timing of spawning in swordfish depends upon where they live - it may either be year-round (in warmer waters) or during the summer (in cooler waters). The young are about .16 inch long when they hatch, and their upper jaw becomes more noticeably longer when the larvae are about .5 inch long. The young dont begin to develop the sailfishs characteristic elongated jaw until they are about 1/4 inch long. The dorsal fin in young swordfish stretches the length of the fishs body and eventually develops into a large first dorsal fin and a second smaller dorsal fin. Swordfish are estimated to reach maturity at 5 years and have a lifespan of about 15 years. Conservation Swordfish are caught by both commercial and recreational fishermen, and fisheries exist in the Atlantic, Pacific, and Indian Oceans. They are a popular game fish and seafood, although mothers, pregnant women, and young children may want to limit consumption due to the potential for a high methylmercury content. Swordfish are listed as of least concern on the IUCN Red List, as many swordfish stocks (except for those in the Mediterranean Sea) are stable, rebuilding, and/or being adequately managed. Sources Arkive. Swordfish. Accessed July 31, 2012.Bailly, N. (2012). Xiphias gladius. In: Nicolas Bailly (2012). FishBase. Accessed through: World Register of Marine Species on 2012-07-31 on July 31, 2012.Collette, B., Acero, A., Amorim, A.F., Bizsel, K., Boustany, A., Canales Ramirez, C., Cardenas, G., Carpenter, K.E., de Oliveira Leite Jr., N., Di Natale, A., Die, D., Fox, W., Fredou, F.L., Graves, J., Guzman-Mora, A., Viera Hazin, F.H., Hinton, M., Juan Jorda, M., Minte Vera, C., Miyabe, N., Montano Cruz, R., Masuti, E., Nelson, R., Oxenford, H., Restrepo, V., Salas, E., Schaefer, K., Schratwieser, J., Serra, R., Sun, C., Teixeira Lessa, R.P., Pires Ferreira Travassos, P.E., Uozumi, Y. Yanez, E. 2011. Xiphias gladius. In: IUCN 2012. IUCN Red List of Threatened Species. Version 2012.1. . Accessed July 31, 2012.FishBase. Xiphia gladius. Accessed July 31, 2012.Gardieff, Susie. Swordfish. FLMNH Icthyology Department. Accessed November 9, 2015.Gloucester Times. The Perfect Storm: The History of the Andrea Gail. Accessed July 31, 2012.

PROFESSIONAL SKILLS Assignment Example | Topics and Well Written Essays - 2500 words

PROFESSIONAL SKILLS - Assignment Example I can apply my skills in the computer not only in my home country in the KSA but anywhere in the world. My past history in computing has been from an early age along with my academic career that was related to computing. From the young age of 14, I was already working with computers in Saudi Arabia. That went on for about two years. I did gain much experience in this field and this motivated me to choose the computing field to be my future career. This is when I decided to go to the UK to pursue my studies in computers. It was difficult adjusting to life in a foreign land and I had to overcome a few hurdles. However being a hardworking person helped me to maintain my targets. Within a short time period I developed and gained many skills and abilities as I am a fast learner and attentive to details. I made sure that I always read and develop new vocabularies and learning new concepts of computing. I did International Foundation year at Bradford University and I learned many things tha t created for me a strong foundation towards my progression towards a computing career. I learned the fundamentals that are necessary for a computing degree and I believe that I have the necessary tools that will enable me to be creative and effective towards my computing degree. I already obtained my results for term 1. I am currently waiting for my term 2 results that will be issued very shortly. International Foundation year has solidified me more and gave me a direct path to degree study at university and ensured that I gain the skills and knowledge to succeed in a computing degree. It helped me gain scientific knowledge and understanding to a level where I will be suitable for a computing career. My main target in life is to be useful person able to help, share and be creative therefore, I choose computing as my main career. My main aim is to establish my degree in computing degree and after that stage, i am willing to continue and pursue a Masters’ degree and consequent ly, a PHD at a later stage in future.    SWOT Analysis I have been thrown in various situations and in each one, I learn more about myself and about others. These situations make me reflect on what I have learned from them. According to Osterman (1990), â€Å"reflection is the essential part of the learning process because it results in making sense of or extracting meaning from the experience†. One should not just go through life as if everything comes as second nature. We need to think critically if what we are doing is truly meaningful and relevant or if we are just wasting our time on something insignificant. I have also used a SWOT analysis of my strengths and weaknesses in my current situation and what opportunities and threats are around me. Strengths: My self-analysis process revealed that I am the ultimate â€Å"people-person†. I attract people to approach me without any reservations. I have a strong belief in my own skills and have the ability to inspire ot hers to do well for themselves, with me setting a good example. I am an enabler, sincerely encouraging people to bring out the best in themselves, cheering them on along the way to their success. I am known to be generous, giving whatever time and energy I can without expecting something in return. In terms of work, I am very capable

Law in the media Essay Example | Topics and Well Written Essays - 2750 words

Law in the media - Essay Example File-sharing networks are diffuse and decentralized, therefore it is difficult to pinpoint who is supplying works to the public. Moreover, new technologies, such as BitTorrent, complicate matters because only bits of files are downloaded from a swarm of people, and this swarm of people may not be considered to be the individuals making the work publicly available. BitTorrent also relies upon temporary files that are created, bit by bit, before the permanent file is assembled, and the CDPA 1988 does not cover these temporary files. Another issue is that there are copyright protections that may be used, and the CDPA 1988 does not make it illegal to circumvent these protections. For these reasons, it seems that the CDPA 1988 is not keeping up with the ever-changing digital world, and should not be used by artists who are harmed by file-sharing and BitTorrent, as it is difficult to apply the Act to these copyright infringements. Copyright, Designs and Patents Act 1988 A copyright is, in a nutshell, an exclusive right that someone can own to â€Å"copy the work; issue copies of the work in public; perform, show or play the work in public; to broadcast the work or include it in a cable programme service; or to make an adaption of the work or do any of the above in relation to an adaptation.† (Copyright, Designs and Patents Act 1988 II(16)(1)(a-e)). ... Copyrights expired after 50 years. (Copyright, Designs and Patents act 1988 I(12)(1)). Basically, if you create a piece of music, you own that piece of music for fifty years. You, and you alone, have the right to copy your piece of music, issue copies to the public or perform the music, broadcast it or adapt it. It is yours. If you wrote the lyrics, then you own the lyrics. If you wrote the music, then the music is yours. If you performed the music, then you own the recording of the live performance. Sound recordings are owned by the maker of the recording. (MIPI). The Problem with The CDPA in the age of the Internet The CDPA, having been crafted in 1988, could not have foreseen the developments that implicate copyrights in the Internet Age. For instance, one of the major copyright infringements is something that was not explicitly covered by the CDPA – illegal file-sharing, which is tantamount to Internet piracy. Internet piracy is the cause of falling CD sales across the boa rd, as sales have steadily fallen year to year since piracy began. (Music Industry Blames Huge Illegal Download Market for Ever-falling Sales). The largest academic survey, commission by the University of Hertfordshire found that teenagers and students have, on average, more than 800 illegally copied songs on their digital music players. (Sabbagh, 2008). The problem is not just with peer to peer networks, but also in the common practice of lending CD to a mate and allowing them to copy the CD. This has the same chilling effect as does the illegal downloading of songs off the Internet, and hurts artists and the industry just the same. (Music Copyright – Featuring Jamelia). One of the problems with illegal downloads is

Metals are different from other materials Essay Example for Free

Metals are different from other materials Essay Metals are different from other materials because they have electrons that are not joined to any specific atom, meaning that the electrons have the ability to move between the various atoms of that metal. These electrons are always in random motion due to their heat energy. If a metal wire is subjected electric force at its opposite terminals, then these free electrons, which carry a negative charge, move towards the electric force and we end up with what is called an electric current. Another way of saying this is that when charge is moving we have current, like the motion of electrons in wire leading to bulb. Ions found in water also carry a charge and current is able to flow in water. Movement of charged electrons in a vacuum is also a form of current. An example is the computer monitor or the T. V. set. Charged particles move across space, i. e vacuum, when they are released by the picture tube and strike the screen and light released which is seen as a picture. In order for current to be able to flow it needs a push and this push is supplied by voltage. 1 Charge will always flow from a potential of higher energy to low energy. Current is a measure of the quantity of charge that passes a location every second. The unit which current is measured in is Amphere [A]. The current law states that at any junction in an electric circuit, a point where the current is split into two or more parts, the total electric current output will be equal to the amount put in initially. A conductor, the object which allows charge to move through it, always puts up a certain amount of electrical resistance against the charge that is flowing through it. This friction in turn heats up the object. This transferring of electrical energy and the rate at which heat is put out is measured in Watts. The resistance put up by the conductor is measured in Ohms. 2 Another way of saying it is that Ampheres is the stuff that flows inside the wires (the charge, electrons), and the amount of charge is measured in Coulombs and finally the work Amphere is the same as one Coulomb of charge passing in one second. The more quickly a charge flows the higher the ampheres. Also the greater the amount of charge flowing, like a bigger wire, the higher the ampheres. Another words it is possible to have the ampheres if there is fast flowing charge through a thin wire as with slow moving charge through a thick wire. 2 It is easy to see why all this is very confusing. How ever 1Keiji Oenoki and Hector Judez, The flow of charge: The Current, [emailprotected] edu. pe] 2William beaty, How Are Watts, Ohms, Amps, and Volts Related? April 2, 2000, http://amasci. com/elect/vwatt1. html.