The Principles Of Personal Leadership - 1261 Words

The principles of personal leadership emphasize that people who read the article should avoid distractions and analyze the article in its entirety. Absorbing the content will challenge the reader to think critically and respond accordingly to the material. Additionally, readers need to grasp the message within the article, so they will gain a better understanding of the content. Furthermore, I believe the article paints a visual picture on how people will celebrate your life when you pass away. Viewing a funeral of myself where I’m listening and watching everybody responses and reactions respectively, would be interesting to observe. As the attendees congregate on my behalf, for the service, I would like for the speakers to indicate that I made a positive impact in their lives and influenced them to achieve whatever endeavors they desire. Leaving a legacy for others to follow will keep my memories alive and allow people to remember the principles and standards that I lived by. For example, Malcolm X was a civil rights activist and a prominent figure during the 1950’s and 1960’s articulating concepts of race pride. Malcolm X knew he was a dead man walking, yet, he continued to fight for the people by instilling confidence within the Harlem community. Even though Malcolm X has been dead for over 50 years, people will never forget his contributions where he left an indelible mark on society. Malcolm X impact on society is immeasurable and his legacy will live on forever. WhenShow MoreRelatedThe Principles Of Personal Leadership1063 Words   |  5 Pagesknowledgeable a certain amount of leadership skills by gaining these elements through my professional experience. I knew that to be a great leader, one must be confident, communicate effectively and be able to solve problems. However after reading this book, I learned that it was not just these elements, but also other elements and approach that can improve my leadership skills now and in the future. According to Mark Sasscer, there are â€Å"Ten principles of Personal Leadership† that a leader can abide byRead MoreThe Principles Of Personal Leadership1263 Words   |  6 PagesSum Q Assignment 1 The principles of personal leadership emphasize that people who read the article should avoid distractions and analyze the article in its entirety. Absorbing the content will challenge the reader to think critically and respond accordingly to the material. Additionally, readers need to grasp the message within the article, so they will gain a better understanding of the content. Furthermore, I believe the article paints a visual picture on how people will celebrate your life whenRead MorePrinciples Of Personal And Organizational Leadership1491 Words   |  6 Pages Leadership Sarah Hickman BUS119: Principles of Personal Organizational Leadership Viki Hurst May 1, 2017 Introduction Globalization and quickly creating innovation demonstrates we are in a time of exceptional rivalry (Shindler, 2015). Appropriate administration is indispensable in these unpredictable situations. Along these lines, this paper tries to build up what being an ethicalRead MoreThe Key Principles Of My Personal Leadership Philosophy1484 Words   |  6 PagesA leadership philosophy is something that is in constant development. According to Dr. Sosic, an individual’s leadership philosophy evolves as new life events influence and change the individual’s view of the world. If a person sees or experiences something in practice, he believes to be in-line with his own values; he should adapt it to his own personal leadership philosophy. Major Jonathan Sawtelle, in his book Resilient Effective Adaptable Leadership talks about how a â€Å"shared purpose must beRead MoreEffective Leadership Ellen Degeneres : Principles Of Personal And Organizational Leadership Essay1184 Words   |  5 Pages Effective Leadership-Ellen DeGeneres Shari Kjos BUS 119-Principles of Personal Organizational Leadership Instructor: Chris Crites November 12, 2016 As human beings the vast majority of us wish we could change the world, whether that be helping humans, animals, the environment, it is helping those that cannot help themselves. However, we also realize to help with these causes it takes money and for the most part a great deal of it. But, some people are fortunate enough andRead MoreThe Principles Centered Leadership By Stephen R. Covey1613 Words   |  7 PagesIntroduction Through careful, calculated progression Principle centered Leadership presents a plan that first prepares the leader him or herself, then illustrates how to use that leadership to manage an organization. Author Stephen R. Covey introduces the notion that we as individuals and organizations need to not only survive but also to thrive in the faces of adversity, change and success. Despite their efforts to improve, countless companies continue to fail all the while spending millions ofRead MoreThe Importance Of Ethics And How Ethics Produce Effective Leaders1240 Words   |  5 Pagesimportance of personal ethics in leadership and how ethics produce effective leaders. The importance of understanding ethics, motivation to act as a role model and developing a plan of action for an organization are discussed because of their importance regarding development of good leadership. These key aspects suggest personal ethics positively affect leadership and when made a priority for leaders will produce ethical and effective leadership. With so many definitions of leadership, the questionRead MorePrinciples Of Principle Centered Leadership1054 Words   |  5 PagesPrinciple centered leadership is essential in making an organization a positive environment. Dr. Steven Covey talks about the four levels of principle centered leadership and their key principles in his book, Principle Centered Leadership. In doing so, he broke the concepts down as it relates to each other, and also someone’s professional and personal life. The different levels of principle centered leadership explains how leaders would be following the principles of being a leader, versus one whoRead MoreCharacteristics Of A Principle Centered Leader1342 Words   |  6 PagesAdriana Marisol Gonzalez Dr. Godfrey Leadership and Organizations 04 April 2016 The Characteristics of a Principle-Centered Leader Effective people organize their lives and their relationships based on natural laws and regulations that have been universally accepted. Leadership is the ability to apply these natural laws and regulation to problems, which results in quality, productivity and prolific relationships for everyone. Stephen Covey, the author of the bestselling book The Seven Habits ofRead MoreMy Personal Theory Of Leadership1523 Words   |  7 PagesMy Personal Theory of Leadership As a graduate student approaching her final semester in school, thoughts regarding my leadership abilities in the soon-to-be â€Å"real world† have occupied my mind lately. To further explore and develop my ideas about leadership, I decided to develop my personal leadership theory. So, I asked myself the following questions: What makes a successful leader? How do you recognize a leader when you meet one?, and lastly, what is my theory of leadership? With this last question

Organ Systems And The Human Body - 976 Words

The human body is composed of several organ systems that help throughout the body to perform specific functions. There are a total of 11 organ systems with different assigned function; organ systems are a group of organs that work together in order to make a function, such as the integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, lymphatic/immunity, digestive, urinary, and reproductive system. These organ systems are very important to the body because some have functions that help the body in keeping it alive, but other systems may not be required for survival such as the reproductive system it only helps for producing babies. The major organ systems in the human body are cardiovascular, respiratory, nervous, muscular, and skeletal system. The cardiovascular system consist of three organs the heart, blood vessels, and blood. They work together in order to provide oxygen throughout the whole body, the heart composed of cardiac muscle is the main organ in the human body without it we won’t be able to live it, its function is mostly to pump blood throughout the whole body. The blood vessels are composed mainly by smooth muscle throughout the whole body carrying blood such as the arteries and the veins, which takes carbon dioxide and other waste out of the body. There are two types of blood cells white and red blood cells. The white blood cells main function is to help maintain the body’s immune system, while the red blood cells are used for carryingShow MoreRelatedThe Human Body And All The Organ System1462 Words   |  6 PagesThe human body is in a constant state of movement even when seemingly still. This constant movement is crucial for the human body and all the organ systems it contains. Movement although overlooked is more complicate than many would believe. The human body has many functions which are maintained by the movement of muscles and blood, as well as other bi-products of the organ systems. The Integumentary, Car diovascular, and Tissue systems are capable of movement both internal and external allowing forRead MoreOrgan Trail : How It Protects Us From The Outside World?1047 Words   |  5 Pages Organ Trail Epithelium: Tissue that covers the whole surface of the body. composed of tightly packed cells arranged in one or more layer, and forms covering, or living of all internal and external body surface. function: 1: It protects us from the outside world – skin. 2: Absorbs – stomach and intestinal lining 3: Filters 5 the kidney 4: Secretes – forms glands Characteristics: Closely attached to each other forming a protective barrier 2) Always has one free surfaceRead MoreThe Fetal Pig And Human Anatomy1664 Words   |  7 Pagescomparative tool in learning human anatomy because much of the fetal pig’s organ systems are very similar in anatomy and physiology to that of the human, as the pig and human are both mammals. From the fetal pig, we can gain an understanding of organ size, the relation between organ systems and how they function together as a whole. Introduction Pigs are one of the most similar animals to humans, and can be analyzed to learn about the organ systems of the body. Both pigs and humans are mammals, omnivoresRead MoreBasic Human Body Structure Units and Their Functions702 Words   |  3 Pages1.1 Describe the four basic human body structure units and their functions The four basic human body structures and their functions are as follows: †¢ Cells †¢ Tissues †¢ Organs †¢ Systems Cells Cells have been identified as the simplest unit of living matter that can maintain life. A cell is the simplest and smallest unit of living matter and cells can live independently and can also reproduce themselves. Cells exist in a varity of shapes and sizes including elongated, oval, and squareRead MoreSeven Approaches to Studying the Human Body Essay796 Words   |  4 Pagesstudying the human body, there are seven organizational approaches. Each approach studies the body in a different yet unique way and is used in the health care field. The approaches consist of; body planes and directions, body cavities, quadrants and regions, anatomy and physiology, microscopic and macroscopic, body systems and medical specialties. There are three body planes which use different directions: coronal, sagittal, and transverse planes. Coronal plane slices the body from head toRead MoreCell Systems And Their Function1461 Words   |  6 PagesIntroduction Systems and their function: All living things must obtain and use nutrients, get rid of waste, interact with their environment, and perform other processes in order to live. The complexity of an organisms will determine the way the organisms will carry out these processes. Unicellular organisms are organisms containing only one cell such as bacteria and some algae. These types of organisms performs all of the process necessary for life using only a single cell. Multicellular organismsRead MoreThe Human Body: A Finely-Tuned Machine Essay example1241 Words   |  5 PagesThe body works in amazing ways like a fine tuned machine. All organ systems within the body depend on one another for survival in some way or form at all times. Cherif et al., (2010) state, the body depends on the precise action of each organ to maintain physical, mental, and emotional health of a human being. Also, homeostasis, the regulatory of body temperature plays a survival role in maintaining body functions. The integumentary system (skin) is the largest, and the most important part ofRead MoreFunctions Of The Respiratory System860 Words   |  4 PagesFunctions of the Respiratory System Introduction The main purpose of the respiratory system is to exchange oxygen and carbon monoxide between the body and the environment. Throughout the body are specific organs and structures that make the respiratory system possible. In humans, respiration takes place in the lungs. In the article by Kim Ann Zimmermann, Respiratory System: Facts, Function, and Diseases she explains how the series of organs in a person s body work together to exchange theRead MoreBlack Market Organ Harvesting: Is it Truly Inevitable?1619 Words   |  7 Pages jewelry, music, designer clothing, and more. This is also true for human tissue and bodily fluids. Human tissues are a product in high demand with little supply. People ask if there is a way to stop this. There is not. The black market trade in organs, bones, blood, and plasma is inevitable due to the ambiguity surrounding organ donation and transplant laws, a shortage of organ donors, and the lucrative nature of selling human tissues. Law and economics recognize three types of markets with varyingRead MoreEssay The Growing Need for Organ Donors1628 Words   |  7 Pagesbrotherly love, a love that can find expression in the decision to become an organ donor.† Pope John Paul II stated in the Address to International Congress on Transplants. In a culture of death and self-centeredness it is important to prompt the youth to consider becoming an organ donor. The number of people in need of a transplant is growing quickly, and already is at a large rate. Eighteen people will die each day waiting for an organ transplant; more must be done to help these people, yet it must be within

Main Purpose of Education Free Essays

Main purpose of education Nowadays,Hong Kong education system has an controversial issue which is about the teachers train their students in order to ensure they obtain the highest grade in public examination. As a result ,they do not know how to apply the knowledge they learned into the workplace. Teachers only teach the knowledge and students recites the information from the textbook,thus many secondary school graduates are lack of the ability to present their opinion and idea in a precise and organized way. We will write a custom essay sample on Main Purpose of Education or any similar topic only for you Order Now . The current education system ignores the main purpose of education which is to train the students’ critical thinking in the lesson. Practicing the critical thinking is definitely essential for the students because they have to contact with the hustle business environment after they graduate from the college. If they can elaborate their point of views in current affairs clearly before they graduate, they could compete with other candidates and have the higher opportunity to be hired by employer. The world is changing and going forward gradually, as Charles Darwin have said ‘Survival of the fittest’. There is a great deal of workers who has high education level in society, the employer tend to employ the people who can criticize and analyze social topic with valid reasons since well critical thinker can communicate effectively and easier to find solution of complicated problems. Provided that the students equip with critical thinking, they can be an independent and lifelong learners. Moreover , being a competitive worker should apply the critical thinking in the daily life ,instead of reciting the theory from the textbook. Even if students can comprehend the textbook’s knowledge ,it still have colossal difference between the theory and real condition. For instance, if you learned the marketing skill through the textbook, it is impossible to duplicate the whole theory in the varied business environment since there are numerous uncertain and unpredictable factors such as adjustment of government policy to affect the decision making. Therefore, it is crucial for the students to learn how to criticize the issue since the secondary school education. After we understand the significance of critical thinking, there are several ways to exercise the students to equip with it by the parents and teachers. Firstly, teacher can change the teaching approach so as to make the students can ponder the same issue in various angles. They should adopt multidisciplinary education method instead of spoon-fed education method. They can inspire and motivate the students to think more about social issue and topic, whereas the students can express their notion to teacher and student. For example, when they learn the social condition in China, teacher can teach them the current social issue such as the problem of rural and urban disparity rather than using the outdated examples in the reference book. Having more opportunity to discuss the issue with classmates is an effective way to cultivate students’ critical thinking in the class. Secondly ,the parents can instruct their children through the social issue as many adolescents love to face the virtual environment and they overlook the social topic . When they receive the news from the media ,they will not analyze and assess the topic immediately because their parents force them to attend the tutorial and they only get the skill to answer the questions, not the ability of critical thinking. Being attentive to current affairs will enhance the competence of critical thinking,hence the parents can encourage their children to read more editorial in newspaper since the students can develop their own reflection on some issue after they comprehend other’s point of view . Ultimately, getting the highest grade does not equal to obtain the better occupation. The aim of education is not only to let the students learn the knowledge and apply it to the real situation. More importantly, it should train students to be well critical thinker for the sake of working in the society. How to cite Main Purpose of Education, Essay examples

Personality and Consumer Behavior

Question: Discuss about thePersonality and Consumer Behavior. Answer: Your Dominant View Influences your Perception of the Relationship Between Marketing and Consumers: The reading of the personality related theories and the consumer behavior theory discussed by Engler et al., (2003) I have come to the decision that the personality is an amalgamation of our biological traits as well as the situational components. Hence, I believe that the marketing strategies have a huge implication in altering and shaping the consumer perception and buying behavior. Discussion: Your Beliefs about the Power of Advertising: I believe that the circumstantial or environmental issues are significant components of an individuals personality. However, the biological factors are also important. Hence, I believe that advertisements possess a huge implication in shaping the consumer behaviour and the buying decisions. From the related readings of Engler et al. (2003), I believe that advertising has a huge influence on our buying behavior. As mentioned by Khani et al., (2013) the consuming behavior mostly depends on the personality types of the customers. Hence, the modern day markers are trying to shape the personal beliefs with the help of their advertisements and create a sense of requirement among the customers. As mentioned by Oliver, (2014) the modern day advertisements are capable enough to shape the motivation level of the potential customers. They create a motivation of buying things, which were not previously experienced by the target customers, or they do not have any utilization of that particular product. As mentioned by Schultz Schultz, (2016) Carl Rogers, personality is an organized, consistent pattern of perception of the I or Me of oneself. Advertisements create an idea among the customers that by possessing that particular product he/she will be able to uplift the perception of Me for themselves as well as the society. As mentioned by Fall Diallo et al., (2013) advertisement are focused on creating a sense of brand value among the customers. It has often been noticed that the advertisements, which were not acceptable by the contemporary social norms had been considered as failed projects. As opined by East, Wright Vanhuele, (2013) the personal beliefs are largely connected to the social norms of an individual. Hence, the individuals will not accept the advertisements, which are socially unacceptable. Here, the implication of advertising can be identified in our buying behavior. Your Feelings that Marketing Makes People Buy Things They do not Need: I have a moderate believe on both of the two domains of personality. However, I believe that the environment and circumstances are largely responsible in shaping our inherent personality structure. Hence, I strongly support the idea that marketing makes people buy things they do not need. If a study on the personality theories can b made, it can easily be noted that the advertisements are typically influencing the personality types and utilizing them to augment their profit count. As discussed by Solomon, Russell-Bennett Previte (2012) for an individual who has a extrovert personality, the modern day advertisements are teaching them to possess a luxury product for achieving better social status. It is inducing this particular personality trait to buy an apparently unnecessary product. As opined by Oliver, (2014) by providing reinforcements (gifts, discounts, loyalty points and many more) the marketing strategies compels the customers to make a influenced buying decision. As mentioned by Luchs Mooradian, (2012) we have some inherent needs which we cannot ignore, but, the marketing strategies creates a sense of urge among the people which they start to believe as inevitable for their everyday life. Here, the example of mobile phones can be cited. Though it is necessary for modern lives, but the huge portion of this demand has been created by the marketing initiatives of the marketers. If we concentrate on the recent trend of brand attraction, the validity of the above-discussed statement can easily be supported. References: East, R., Wright, M., Vanhuele, M. (2013).Consumer behaviour: applications in marketing. Sage. Engler, J., Goleman, D., Gelwan, E. (2003).The consumer's guide to psychotherapy. Simon Schuster. Fall Diallo, M., Chandon, J. L., Cliquet, G., Philippe, J. (2013). Factors influencing consumer behaviour towards store brands: evidence from the French market.International Journal of Retail Distribution Management,41(6), 422-441. Khani, S., Imanikhah, S. M., Gheysari, H., Kamali, S. S., Ghorbanzadeh, T. (2013). The Relationship of Appliance Consumer Personality Trait, Brand Personality, Brand Loyalty and Brand Equity in the Mobile Phone Industry.International Journal of Fundamental Psychology Social Sciences,3(4), 63-70. Luchs, M. G., Mooradian, T. A. (2012). Sex, personality, and sustainable consumer behaviour: Elucidating the gender effect.Journal of Consumer Policy,35(1), 127-144. Oliver, R. L. (2014).Satisfaction: A behavioral perspective on the consumer. Routledge. Schultz, D. P., Schultz, S. E. (2016).Theories of personality. Cengage Learning. Solomon, M., Russell-Bennett, R., Previte, J. (2012).Consumer behaviour. Pearson Higher Education AU.

Managing Diversity at Workplace

Outline Workforce diversity should be treated as a business initiative and not a human resource or personnel department function. There is a strong business case for diversity in the workplace. The 21st century enterprises have a felt need to value, and leverage diversity. It is top agenda item for successful CEOs. It is commonly accepted business reality that heterogeneous groups outperform homogenous groups.Advertising We will write a custom report sample on Managing Diversity at Workplace specifically for you for only $16.05 $11/page Learn More Heterogeneous groups are better at problem solving, effective at decision making, and they are particularly well equipped in generating creative ideas. The advantage comes from the fact that the diversity of the workforce background itself imparts a fertile launch pad for creativity to work at its best. Two brains are better than one is a truism aptly applicable to business situations. The power of brainstormin g to create a dramatic impact in finding creative solutions to business problems is enormous. Modern work teams can do wonders in workplace. Productivity, and work quality significantly go up when employees have, or perceive they have, a full opportunity to contribute in a meaningful way. 3M typifies such philosophy abundantly. There is a sense of job ownership, project ownership, ownership of the outcome. Even the most die-hard critic of workforce diversity will be unable to refute the obvious benefits of diversity. Introduction We live in a society that is known for its differences. Diversity in terms of multiculturalism, gender politics, affirmative action, preferences, and mandates have become part of our existence. We are today more actively dividing ourselves by race, gender, ethnicity, sexual orientation, religion, cultural norms, physical ability, and socioeconomic status, than in the past (George, 1961). Though diversity is in existence since long, it is only recently that it has attracted greater attention from the corporate mandarins. Managing diversity is nothing but changing the organisational culture or its standard operating procedures. The fostered culture should enable employees to closely examine their values and beliefs and question themselves as to why others look different for them. Diversity management must essentially create an environment that works naturally for the total diversity mixture. Keeping this in view the present paper attempts to clarify some of the real life business challenges in an environment characterised by diversity in workforce.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Why Diversity Management? Human beings tend to see through their own views and interpret the views by what is accustomed to them. There is an addiction to seek the aggregation of those makes a lot of agnate to them for the acquisition and assurance in similarities. It is difficult for humans to conceive power, and history shows that it is rarely done voluntarily. They abide by the external changes and always strive for an accompaniment of homeostasis. This amusing absoluteness makes an atmosphere appropriate for diversity, which includes anybody; adolescent, old, abandoned and affluent, Hindu or Muslim or Christian. Assortment calls for anniversary being advancing to agreement with his or her attitudes, beliefs, and expectations about others and accepting abundance with the differences. To achieve from the affluence of talents and perspectives that can alone appear from accepting an advanced array of humans in adjustment of authoritative roles, managements accept to alternation advisers to accept the differences that abide aural cultures and as well amount the similarities that abide amid capricious cultures. Even to absorb humans with altered backgrounds and characteristics who are able with appropriate skills, organisations acc ept to ensure that such advisers are not appropriate for their different claimed and cultural ancestry as the amount of inclined behaviour in the organisation; they may acquire their own way to other firms who wish them on their own terms. Different organisations are viewing diversity’ in different ways. By diversity, we commonly mean differences based on ethnicity, gender, age, religion, disability, national origin and sexual orientation. But technically speaking, â€Å"diversity goes beyond these visibilities and encompasses an infinite range of individuals’ unique characteristics and experiences including communication styles, physical characteristics such as height and weight, speed of learning and comprehension, socioeconomics, and education† (Anthony, 2005, p. 1). The diversities associated with education, socioeconomic and work experience are, of course, considered more critical for organisational success today. In this context, diversity has become a res ource for organisations.Advertising We will write a custom report sample on Managing Diversity at Workplace specifically for you for only $16.05 $11/page Learn More In the workplace, diversity, if properly managed, optimises the willingness and ability of all employees to contribute to the organisational success by encouraging each employee to draw fully on the talents, different points of view, skills, and practices that have been brought into the system for the benefit of both the individual and the organisation. Today, flourishing companies are taking action to appeal people who are blessed with talents, adventures and perspectives, socioeconomic accomplishments and again to alone and aggregately empower them to accord aggregate they accept in adjustment to attain business objectives. The ambition of assortment is not to calculate humans by category, but to account from the best mix of humans of such a category. It is the organisations that could ins til variety into the organisation in tune with their eyes and cardinal objectives accept reaped added benefits. Different Dimensions People exhibit abundant differences in how they recognize changes in the organisation based on claimed characteristics. Of course, there is a hypothesis in psychology, which says that behaviour of an individual is an action of the being interacting with his or her environment. For example, an annoyed worker gets balked while alive for a close that requires approval of place from abounding levels. That is how assortment in the workforce fosters mixed responses, ideas, and outputs in the organisation. Researchers observe particularly seven major differences: Humans alter in productivity; humans alter in adeptness and talent; humans differ in their ability for accomplishing top superior results; humans alter in how abundant they wish to be empowered and involved; humans alter in the appearance of administration they adopt and need; humans alter in their c harge for acquaintance with added people; and humans alter in their bulk of charge and adherence to the firm. Personality differences are another source of diversity. The personality factors such as sociability, affecting stability, agreeableness, conscientiousness, artlessness to experience, self-monitoring of behaviour and affecting intelligence make an impact on employee’s achievement at work places. It determines how an employee gathers and evaluates information. Sensation displays individuals’ ability to accept and orderliness in their job action area as employees’ admiration to accept an all-embracing viewpoint and as well adore analytic new problems. Feeling blazon humans are about conformists and by all agency try to abstain disagreement. Contrarily, cerebration blazon individuals await added on their ability rather than affect to break problems.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is believed that a diverse work force is always superior to a homogenous group. A heterogeneous group is proved to be capable of producing higher-quality ideas and is likely to take quality decisions for greater the diversity, greater will be the innovation in the organisation. A company’s mere willingness to employ diverse workforce such as people from different races, genders, cultural backgrounds, the disabled, etc., may make it a darling of the market and thus give a boost to its market cap and sales volumes (Gregory, 1980). Organisation image: The image of an organisation follows same connotations and meanings as that carried by an individual in real life. The organisations also exhibit same traits and behaviour as exhibited by individuals. So organisations must create a culture that values diversity; practices policies that foster mutual respect, a sense of belonging for all, and the acceptance of differences, promote a culture where diversity is valued; and corporat e wide diversity training serves to promote this image. Concern for equality: In their practices, organisations must demonstrate equal respect for minority and majority group members. To achieve this, companies must develop performance expectations and reward systems that are unbiased. Often, minority-group members feel that they work harder than majority group members, but still are not compensated equally (Orlando, 2000). Career development: Companies that want to create a climate where diversity is valued must promote minority group members with the opportunity for development and promotion. Most important, they must provide minorities an access to top-level management positions. Minorities who hold high-level positions can send a message to those in the lower ranks that this is a company that values diversity. Hiring practices: Organisations must work hard to recruit and hire multicultural employees. At the same time companies must provide those prospective workers with an oppor tunity to be hired into well-paying positions, equal to the opportunities extended to majority groups. Companies can benefit from setting goals and guidelines for minority hiring. Unfortunately, some organisations seek to build a diverse work group by hiring many minority group workers into low-paying, unskilled positions. Rather than creating an image of a positive multicultural environment, however, this crowding of minorities at lower positions fosters negative feelings. Minority members sense that they must do the â€Å"dirty work† and feel they are being used by the organisation (John, 1982). Benefits of Workplace Diversity In the global economy, lack of cross-cultural understanding among the business people may lead to delays in getting the job done right, poor performance, decreased revenues and lost opportunities. Similarly, the need for adaptability is found to be quite essential for success in the globalised economy and diversity enhances adaptability. It is only by employing a wide assortment of people; richness of talents and perspectives can be brought into organisations. There are thus more than one reason why companies deliberately take initiatives to build diversity among its employees, of course, in tune with its stated vision and mission statements. Organisations that manage their diverse workers can increase their productivity substantially through many ways, one of which is increased problem-solving ability. Such productivity may result from increase in creativity that has been hypothesised to be related to heterogeneity. For example, bilingualism and biculturalism have been found to be related to divergent thinking, which in turn has been hypothesised to be associated with creativity (John, 1995). Recently, it has been demonstrated that ethnic heterogeneity in small groups is associated with increased quality of ideas generated for solving problems. Increased heterogeneity also brings in another benefit the prevention of group think phenomenon that occurs only in cohesive groups. Such factors however depend on how factors such as amount of diversity, ease of discussing differences, cultural awareness training, and background information on group members affect the quality of idea generation. With the advent of digital economy one of the greatest challenges facing the organisations is the increasing diversity of workforce. It has become an essential business concern. There is a talent war raging among companies to retain their best talent in a bid to retain their competitive advantage. Diversity management and change management go hand in hand. They mutually support each other (Anton, 1970). Organisations that adapt themselves to change are more likely to be comfortable with managing diversity better. Likewise, organisations are comfortable with diversity and are more likely to be able to anticipate and adapt to changes in the globalised business environment. They will be nimble footed to react instantaneously to the situational demands. It is known that organisations that are ready to accept changes can be stronger inherently as it would benefit them in terms of achieving adaptability to manage complexity, contradictions, and paradoxes. Office technology has felt the revolutionary nature of change the most. The technological sophistication is a natural enabler to the manage diversity in a planned and systematic manner. Technology offers a level playing field to each individual regardless of gender, race, age, and so on. It is a great equaliser (Bertallanfy, 1968). It eliminates the human bias. Electronic meeting is case to point as an example. It is a way of exchange ideas for free. Everyone has an active participative role shot. An electronic meeting paves the way for a secured atmosphere in which ideas and suggestions can be shared and proposed easily. As a marketing strategy in today’s global economy it makes eminent sense to make the workforce represented by people from all wa lks of life covering a broad spectrum like different ethnicities, races, ages, abilities, genders. To ensure that their articles and casework are advised to address to this assorted chump base, advancing companies are hiring people, from those walks of activity for their specialised insights and knowledge. Similarly, companies having direct interface with the clientele are finding increasingly important to match the profile of the workforce with the profile of their customer base. Homogeneous workforce always result in less external interaction and communication and companies that retain such a workforce would not be effective in framing policies and programmes in consultation with people of different tastes and preferences. To stay competitive the workforce diversity helps the companies as a capacity-building strategy. They need to sprint in order to stay where they are. The dynamics of change is no more evolutionary in nature rather it is revolutionary. Companies that advance acce pt the accommodation to actually break problems, bound acclimate to new situations, readily analyse new opportunities and capitalise on them instantaneously. The scope of talent, experience, knowledge, insight, and acuteness accessible in their workforces can go a continued way in architecture the accommodation for the enterprise. Whatever may be reasons that prompt companies, it is an obvious fact that companies that diversify their workforces will have a distinct advantage over those that don’t. The huge allowances of workforce diversity will be experienced, not by the companies that accept abstruse to apply humans in animosity of their differences, but by the companies that accept abstruse to apply humans because of them. Diversity Management and implementation of diversity policy The acceptation of workforce diversity has been a cause for worry in contemporary years. Not continued ago, diversity referred to a person’s gender or indigenous group. Diversity today enc ompasses differences in age, administration in an organisation, educational background, human acclimatisation or preference, concrete abilities or qualities and amusing status, bread-and-butter status, lifestyle, religion, ethnicity, and genders a part of abounding added characteristics (James, 2001). Also the abstract suggests that diversity administration refers to efforts to animate a amalgamate workforce to accomplish up to its abounding abeyant in an candid plan ambiance area no one accumulation has advantage or disadvantage. Its focus is on alone differences rather than ability differentials. The main arguments identified in these definitions can be summarised by defining diversity as: Diversity is an authoritative behaviour, which acknowledges and ethics differences and similarities a part of humans and how the differences can plan to advance the organisation. It as well agency compassionates the authoritative environments with an acknowledgment for gender, culture, and indig enous lifestyles. Developing and maintaining programs that foster diversity have proven difficult for companies in which embracing diversity amounts to a cultural change. Because, company cultures are deeply rooted and the resulting beliefs are widely held, and culture is difficult to change. Many organisations have attempted to find quick fixes for diversity enhancements, but sooner or later those firms have learned that there is no such thing as a quick fix. Fostering and managing diversity requires a comprehensive and carefully planned approach. Given below is a diversity management model that the authors have developed through extensive literature review and issues raised by researchers and scholars in the field. The differences in ethnicity, culture, gender, age, and lifestyle impart variety of perspectives to the workplace. All perspectives are not only essential but should be actively sought. The spirit of alternate regard, cooperation and investment through acquainted accomp lishment to advance development of agents leads to synergy the action in which alive calm yields after-effects greater than the sum of alone efforts. Proactively create and sustain an internal climate of equal opportunity for all through work force development initiatives such as job growth opportunities, through mentoring, job shadowing and training, tuition reimbursement, employee recognition, and improved communication on relevant issues and activities. The link between workplace diversity and good management The organisations are also waking up to the fact that managing workplace diversity is imperative. Though organisations acknowledge the importance of maintaining a diverse workforce, efforts are not in tandem with the prominence given to the issue. Workforce diversity is throwing up complexities no doubt, but looking at the broader picture, we see that there has been a movement from simple to complex in all realms of the workplace. System thinking has replaced a simplistic ca use- effect relationship. Managements are trying to integrate and benefit from a diverse workforce by coming up with options like flexi time benefits. Gender diversity training programs aimed at highlighting the politically correct work practices and individual behaviours are gaining popularity worldwide (Christopher, 2000). The flip side is that some managers feel that increased workforce diversity may cause management problems. Diversity brings with it the need for more flexibility, which makes management more complicated (e.g., scheduling, compensation plans, interpersonal communication, ethnic differences) (Philip, 1974). The crux of the issue lies in the fact that women in workforce is a reality and the aim of organisations must be to think of how best to harness this vast pool of talent and not glorify the issues as complications. The boards of companies, which expressed faith and backed their women employees, have been rewarded handsomely. Management research is now focusing on a feminine style of management that highlights the success of adopting a feminine or a softer approach to managing people. Many studies have shown that women in fact can make better managers. Workforce diversity can be managed only through a change in the mindset. Integrating the people working in an organisation successfully should be a product of the organisational culture and not a stand-alone training program. The day the women in organisations are accepted as being indispensable, just as in a family, that will be the day the term gender diversity with its negative connotations will cease to exist. Efforts to build a diverse climate and creation of multicultural opportunities will not by themselves create an organisation that values diversity unless management practices reflect this commitment (Robert, 2001). If diversity is to be optimised, top managers must recognise the capabilities of all employees, take their ideas seriously, and support both minority and majority-group employees. Managers must communicate effectively and accept employees who do not speak the local language. Finally, managers must respect the cultural beliefs and needs of employees and truly value the diversity of the workforce. Strategies that can lead to diversity include diversity-awareness training and the hiring of managers and top executives who reflect variety in gender, race, and ethnicity. The role administration practices plays in acknowledging assortment highlights the charge to appoint and advance top-level agents associates who are acute to the apropos of multicultural employees. The management can do this by incorporating this in their hiring practices to hire people who are sensitive and can relate to multicultural workforce. Conclusion Diversity among workforce becomes an asset business. It enables organisations to have a command over choice. Diversity brings to organisations unique perspectives. Understanding the demographic differences among the workforce can help organisations capitalise on diversity and avoid negative stereotyping. If managed properly, diversity optimises the willingness and ability of all employees to contribute to organisational success besides, encouraging each to draw fully on the talents, different points of view, skills, and practices that have been made available by diverse workforce. Diversity, if managed badly, can become a liability. References Anthony, Ferner, Phil Almond and Trevor Colling (2005), Institutional Theory and the Cross-National Transfer of Employment Policy: The Case of ‘Workforce Diversity’ in US Multinationals. Journal of International Business Studies, Vol. 36, pp 1- 86 Anton, C. Zijderveld (1970), The Abstract Society-A Cultural Analysis of Our Time, Penguin Books, Middlesex, England Bertallanfy, Von Ludwig (1968), General System Theory: Foundations, Development and Applications, George Braziller, New York Christopher, Earley P. and Elaine Mosakowski (2000), Creating Hybrid Team Cu ltures: An Empirical Test of Transnational Team Functioning, Academy of Management Journal, Vol. 43, No1, pp-26-49 Gregory, Bateson (1980), Steps to an Ecology of the Mind (chapter on Double Bind Theory of Schizophrenia), Ballantine Books, New York George, H. Sabine (1961), A History of Political Theory (Chapter Hegel: Dialectic and Nationalism’pp-620-668), George G Harrap co. Ltd., London James, Collins et al (2001), Good to Great, Why Some Companies Make the Leap and others Don’t, Random House, New Zealand John, Naisbitt (1995), Global Paradox, Nicholas Brealey Publishing, London John, Naisbitt (1982), Megatrends, Warner Communications, New York Orlando, C. Richard (2000), Racial Diversity, Business Strategy, And Firm Performance: A Resource-based View-Academy of Management Journal, Vol. 43, No. 2, pp. 164-177 Philip, Herbst (1974), Socio-Technical Design, Tavistock Publications, London Robert, J. Keller (2001), Cross Functional Project Groupsin Research and new Pro duct Development-Academy of Management Journal, Vol. 44, No 3, pp-547-557 This report on Managing Diversity at Workplace was written and submitted by user Kaylynn Hebert to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Inequalities on ACT Math Strategies and Practice

Inequalities on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Inequality questions come in a variety of shapes and forms on the ACT, but, no matter their form, you will see approximately three inequality questions on any given test. This means that inequality questions make up 5% of your overall ACT math test. Now, 5% of your test might not sound like a lot, but with only a quick brush-up on inequalities, that's an additional 5% of your questions that you're bound to rock! This will be your complete guide to inequalities on the ACT: what they are, the different types of ACT math problems on inequalities, and how to solve them. What Are Inequalities? An inequality is a representation that two values are not equal or that two values are possibly not equal. There are different types of inequalities and different symbols to denote these different relationships. ≠  is the "unequal" sign. Whenever you see this sign, you know that two values are not equal, but nothing more. We don't know which value is greater or less than, just that they are not the same. If we have $y ≠  x$, we do not know if $y$ is greater or less than $x$, just that they do not equal one another. is the "greater than" sign. Whichever number or variable is facing the opening of the sign is always the larger of the two values. (Some of you may have learned that the sign is a "crocodile" and that the crocodile always wants to eat the larger value). For instance, $x 14$ means that $x$ can be anything larger than 14 (it can even be 14.00000000001), but it cannot be 14 and it cannot be less than 14. is the "less than" sign. Whichever number is facing away from the opening of the sign is the lesser of the two values. This is just the greater than sign in reverse. So $14 x$ is the exact same equation we had earlier. $x$ must be larger than 14, 14 must be smaller than $x$. ≠¥ is the "greater than or equal to" sign. This acts exactly the same as the greater sign except for the fact that our values can also be equal. Whereas $x 14$ meant that $x$ could only be any number larger than 14, $x ≠¥ 14$ means that $x$ could be equal to 14 or could be any number larger than 14. ≠¤ is the "less than or equal to" sign. Just as the less than sign acted as a counter to the greater than sign, the less than or equal to sign acts counter to the greater than or equal to sign. So $x ≠¥ 14$ is the exact same thing as saying $14 ≠¤ x$. Either way, we are saying that 14 is less than or equal to $x$, $x$ is greater than or equal to 14. Each symbol describes the relationship between two values, but we can also link multiple values in a string. For instance, we can say: $5 x 15$ This gives us both an upper and a lower limit on our $x$ value, because we know it must be both larger than five and less than 15. If we only had $5 x$, the upper limit of $x$ would stretch into infinity, and the same with the lower limit if we only had $x 15$. For tips on how to keep track of which signs mean which, check out this article. The inequality crocodile is always hungry for the most it can get, om nom nom. How to Represent Inequalities We can represent inequalities in one of three different ways: A written expression A number line A graph Let's look at all three. Inequalities as written expressions use only mathematical symbols and no diagrams. They are exactly what we have been working with above (e.g., $y 37$). An inequality number line allows us to visualize the set of numbers that represents our inequality. We use a dark line to show all the numbers that match our inequality, and we mark where the inequality begins and/or ends in two different ways. To mark the beginning of an inequality that is "greater than" or "less than," we use an open circle. This shows that the starting number is NOT included. To mark the beginning of an inequality that is "greater than or equal to" or "less than or equal to," we use a closed circle. This shows that the starting number IS included. We can also combine these symbols if our inequality equation requires us to use two different symbols. For instance, if we have $-3 x ≠¤ 3$, our number line would look like: And finally, we can have inequalities in graphs for any and all types of graphs on the coordinate plane (more on the coordinate plane coming soon!). "Greater than" will be above the line of the graph, while "less than" will be below the line of the graph. Greater: This is true no matter which direction the line of the graph extends. Less: In terms of markings, inequality graphs follow the same rules as inequalities on number lines. Just as we use an open circle for "greater than" or "less than" inequalities, we use a dashed line for inequality graphs that are "greater than" or "less than." And just how we use a closed circle for "greater than or equal to" or "less than or equal to" inequalities, we use a solid line for our graphs that are greater or less than or equal to. And now to dive right in to ACT inequality problems! (Awkward flailing optional). Typical ACT Inequality Problems There are three different types of inequality questions you'll see on the ACT, in the order from most to least common: #1: Solve an inequality equation (find the solution set) #2: Identify or answer questions about an inequality graph or number line #3: Find alternate inequalities that fulfill given information Let's look at each type- what they mean and how you'll see them on the ACT. #1: Solving an Inequality Equation This is by far the most common type of inequality question you'll see on the ACT. You will be given one or two inequality equations and must solve for the solution set of your variable. Inequality problems work exactly the same way as a single variable equation and can be solved in the same way. Just think of the inequality sign as being the same as the equals sign. So you will perform the same actions (adding, subtracting, multiplying, and dividing) on each side. For instance: $9 + 12x 45$ $12x 36$ $x 3$ The only difference between equations and inequalities is that the inequality sign flips if you multiply or divide each side by a negative. For instance, $10 - 4x 50$ $-4x 40$ $x -10$ Because we had to divide each side by -4, we had to reverse the sign of the inequality. Alternatively, we can also use the strategy of plugging in answers (PIA) or plugging in numbers (PIN) to solve our inequality problems. Because all ACT math problems are multiple choice, we can simply test out which answers match our equation (and which do not) or we can choose our own values for x based on the information we know, depending on the problem. Let's look at an example of how this looks on the ACT, whether we solve the problem algebraically or by PIA. The inequality $3(x+2)4(x-3)$ is equivalent to which of the following inequalities? F. $x-6$G. $x5$H. $x9$J. $x14$K. $x18$ Solving Method 1: Algebra First, distribute out the variable on each side. $3(x + 2) 4(x - 3)$ $3x + 6 4x - 12$ Now, we must isolate our variable just as we would with a single variable equation. $6 x - 12$ $18 x$ Just as we saw back in our definitions, we know that we can also flip the inequality sign if we also switch the sides of our values. So $18 x$ is the same as saying $x 18$. Our final answer is K, $x 18$ Solving Method 2: Plugging in Answers Though it will often take a little longer, we can also solve our inequality problems by testing out the values in our answer choices. Let's, as usual when using PIA, start with answer choice C. Answer choice C says $x$ is less than 9, so let us see if this is true by saying that $x = 8$. If we plug in 8 for $x$ in the equation, we'll get: $3(x + 2) 4(x - 3)$ $3(8 + 2) 4(8 - 3)$ $3(10) 4(5)$ $30 20$ This is true, but that doesn't necessarily mean that it is the correct answer. Just because we know that $x$ can be equal to 8 or less doesn't mean it can't also be greater than 8. All we know for sure is that we can eliminate answer choices F and G, since we've problem that $x$ can be larger than each of them. So let us now go the opposite route and look at the highest value $x$ can be, given our answer choices. Answer choice J gives us $x 14$ and answer choice K says that $x 18$, so what would happen is we gave $x$ a value between the two? Let us say that $x = 16$ $3(x + 2) 4(x - 3)$ $3(16 + 2) 4(16 - 3)$ $3(18) 4(13)$ $54 52$ Because our inequality works for $x = 16$, we know that $x$ can be greater than $x 14$ and can, therefore, be greater than all the answer choices except for answer choice K (the answer choice that gives us our largest possible value for $x$). This is enough to tell us that our final answer is K. Our final answer is, again, K, $x 18$ #2: Inequality Graph and Number Line Questions For these types of questions, you will be asked to identify a graph or a number line from a given equation. Alternatively, you may be asked to infer information from a given inequality graph. Either way, you will always be given the graph on the coordinate plane. We know that the sum of $x$ and $y$ must be greater than 1, so let us imagine that one of those two variables is equal to 0. If we say that $x = 0$, then y alone has to be greater than 1 to make the sum of $x$ and $y$ still be greater than 1. We also know that we indicate that a value is "greater than" on a graph with a dashed line at the value in question and a filled in area above the value. The only graph with a dashed line at $y = 1$ and that has a shaded area above this value is graph J. This means graph J is more than likely our answer, but let's confirm it just to be safe. Because the sum of $x$ and $y$ must be greater than 1, the alternative possibility to $x = 0$ and $y 1$ is that $y$ equals zero, so $x$ must be greater than 1. To show this, we would need a dashed line at $(1, 0)$ and a shaded area above it, all of which graph J has. Now, to finish confirming that graph J is indeed our answer, we would simply do what we did to locate the lower limit of our graph in reverse so that we can find the upper limit. If $x + y 2$, then, when $x = 0$, $y$ must be less than 2, and when $y = 0$, $x$ must be less than 2. This would give us dashed lines at $(0, 2)$ and $(2, 0)$, both of which are on graph J. Our final answer is J. #3: Finding Alternate Inequality Expressions The rarest form of inequality questions on the ACT will ask you to use given inequalities and find alternate inequalities that must be true based off this given information. Let's look at one of these in action, to better see how this type of question works. If $x$ and $y$ are real numbers, such that $x1$ and $y-1$, then which of the following inequalities must be true? A. $x/y1$ B. $|x|^2|y|$ C. $x/3-5y/3-5$ D. $x^2+1y^2+1$ E. $x^{-2}y^{-2}$ There are two different ways we can solve this problem, by plugging in our own numbers or by working through it based on our logic and knowledge of algebra. We'll go through both methods here. Solving Method 1: Plugging in Numbers (PIN) Because we have a problem with multiple variables in both the problem and in the answer choices, we can make life a little easier and give our variables numerical values. Now, we do have to be careful when using this method, however, because there are infinite variables to choose from for both $x$ and $y$ and so more than one answer choice might work for any given variables we give to $x$ and $y$. If two or more answer choices work, we must simply pick new variables- eventually only the correct answer will be left, as it must work for ALL values of $x$ and $y$. When it comes to picking our values for $x$ and $y$, we can also make life easy by picking values that are easy to work with. We know that we must divide both $x$ and $y$ by 3 in answer choice C, so let us pick values that are divisible by 3, and we know we must square our values in several answer choices, so let us pick numbers that are fairly small. Now let's just say that $x = 6$ and $y = -9$ (Why those numbers? So long as they fulfill the given information- and they do- then why not!) And let us plug these values into our answer choices. Answer choice A gives us: $x/y 1$ If we plug in our values, we get: $6/{-9}$ $-{2/3}$ This is NOT greater than 1, so we can eliminate answer choice A. Answer choice B gives us: $|x|^2 |y|$ If we plug in our values, we get: $|6|^2 |-9|$ $36 9$ This is correct, so we will keep answer option B in the running for right now. Answer choice C gives us: $x/3 - 5 y/3 - 5$ If we plug in our values, we get: $6/3 - 6 {-9}/3 - 5$ $2 - 6 -3 - 5$ $-4 -8$ This is correct, so we will keep answer option C in the running for now as well. Because B and C are both correct, we will need to come back and test them both again with different values later. Answer choice D gives us: $x^2 + 1 y^2 + 1$ $6^2 + 1 -9^2 + 1$ $36 + 1 81 + 1$ $37 82$ This is NOT true, so we can eliminate answer choice D. Answer choice E gives us: $x^{-2} y^{-2}$ $6^{-2} -9^{-2}$ $1/{6^2} 1/{-9^2}$ $1/36 1/81$ Now this is indeed true, but what if we had chosen different values for x and y? Let's say that we said $x = 9$ and $y = -6$ instead (remember- so long as the numbers fit with the given information, we can use any values we like). $x^{-2} y^{-2}$ $9^{-2} -6^{-2}$ $1/{9^2} 1/{-6^2}$ $1/81 1/36$ Whoops! Answer choice E is no longer correct, which means we can eliminate it. We are looking for the answer choice that is always true, so it cannot possibly be answer E. Now we are left with answer choices B and C. Let's look at them each again. While we saw that our values for $x$ and $y$ meant that answer choice B was indeed true, let's see what would happen if we choose a much smaller value for $y$. Nothing is stopping us from choosing -6,000 for $y$- remember, all that we are told is that $y -1$. So let us use $y = -6,000$ instead. $|x|^2 |y|$ $|6|^2 |-6,000|$ $36 6,000$ This inequality is NOT true anymore, which means we can eliminate answer choice B. This means that answer choice C must be the right answer by default, but let's test it to make absolutely sure. Let us try what we did with answer option E and reverse the absolute values of our $x$ and $y$. So instead of $x = 6$ and $y = -9$, we will say that $x = 9$ and $y = -6$. $x/3 - 5 y/3 - 5$ $9/3 - 5 {-6}/3 - 5$ $3 - 5 -2 - 5$ $-2 -7$ No matter how many numbers we choose for $x$ and $y$, answer choice C will always be correct. Our final answer is C, $x/3 - 5 y/3 - 5$ Solving Method 2: Algebraic Logic As we can see, using PIN was successful, but required a good deal of time and trial and error. The alternative way to solve the problem is by thinking of how negatives and positives work and how exponents and absolute values alter these rules. We know that $x$ must be positive and $y$ must be negative to fulfill the requirements $x 1$ and $y -1$. Now let us look through our answer choices to see how these expressions are affected by the idea that $x$ must always be positive and $y$ must always be negative. Answer choice A gives us: $x/y 1$ We know that any fraction with a positive numerator and a negative denominator will be negative. And any negative number is less than 1. Answer choice A can never be correct. Answer choice B gives us: $|x|^2 |y|$ An absolute value means that the negative sign on $y$ has been negated, so this might be correct. But y can be any number less than -1, which means its absolute value could potentially be astronomically large, and $x$ can be any number greater than 1, which means its absolute value might be comparatively tiny. This means that answer choice B is not always correct, which is enough to eliminate it from the running. Answer choice C gives us: $x/3 - 5 y/3 - 5$ Now let's look at each side of the inequality. We know that any fraction with a positive number in both the numerator and in the denominator will give us a positive value. This means we will have some positive value minus 5 on the left side. We also know that any time we have a negative value in the numerator and a positive value in the denominator, we will have a negative fraction. This means we will have some negative value minus 5 on the right side. We also know that a negative plus a negative will give us an even greater negative (a smaller value). If we put this information together, we know that the left side may or may not be a negative value, depending on the value of $x$, but the right side will only get more and more negative. In other words, no matter what values we give to $x$ and $y$, the left side will always be greater than the right side, which means the expression is always true. Now this should be enough for us to select our right answer as C, but we should give a look to the other answer choices just in case. Answer choice D gives us: $x^2 + 1 y^2 + 1$ We know that if we square both a positive number and a negative number, we will get a positive result, so the negative value for $y$ is no longer in play. This inequality will therefore be true if the absolute value of $x$ is greater than the absolute value of $y$ (e.g., $x = 10$ and $y = -9$), but it won't be true if the absolute value of $y$ is greater than the absolute value of $x$ (e.g., $x = 9$, $y = -10$). This means that the inequality will sometimes be true, but not always, which is enough to eliminate it. Finally, answer choice E gives us: $x^{-2} y^{-2}$ We know that a number to a negative exponent is equal to 1 over that number to the positive exponent (e.g., $5^{-3} = 1/{5^3}$). This means that each value will be a fraction of 1 over the square of our $x$ and $y$ values. This will give us two positive fractions and $1/{x^2}$ will only be larger if the absolute value of $x$ is smaller than the absolute value of $y$. But, because our $x$ and $y$ values can be anything so long as $y$ is negative and $x$ is positive, this will only sometimes be true. We can therefore eliminate answer choice E. This leaves us with only answer choice C that is always true. Our final answer is C, $x/3 - 5 y/3 - 5$ "Win a war," "Rock the ACT"- we'd say the two are basically one and the same. ACT Math Strategies for Inequality Problems Though there are a few different types of inequality problems, there are a few strategies you can follow to help you solve them most effectively. #1: Write Your Information Down and Draw It Out Many problems on the ACT, inequalities included, appear easier or less complex than they actually are and can lead you to fall for bait answers. This illusion of ease may tempt you to try to solve inequality questions in your head, but this is NOT the way to go. Take the extra moment to work your equations out on the paper or even draw your own diagrams (or draw on top of the diagrams you're given). The extra few seconds it will take you to write out your problems are well worth the points you'll gain by taking the time to find the right answer. #2: Use PIN (or PIA) When Necessary If all you know about $x$ is that it must be more than 7, go ahead and pick a value for $\bi x$. This will help you more easily visualize and work through the rest of the problem, since it is generally always easier to work with numbers than it is to work with variables. As you use this strategy, the safest bet is to choose two values for your variable- one that is close to the definition value and one that is very far away. This will allow you to see whether the values you chose work in all instances. For instance, if all you know is $x 7$, it's a good idea to work through the problem once under the assumption that $x = 8$ and another time under the assumption that $x = 400$. If the problem must be true for all values $x 7$, then it should work for all numbers of $x$ greater than 7. #3: Keep Very Careful Track of Your Negatives One of the key differences between inequalities and single variable equations is in the fact that the inequality sign is reversed whenever you multiply or divide both sides by a negative. And you can bet the house that this is what the ACT will try to test you on again and again. Though the ACT is not engineered to trick you, the test-makers are still trying to challenge you and test whether or not you know how to apply key mathematical concepts. If you lose track of your negatives (an easy thing to do, especially if you're working in your head), you will fall for one of the bait answers. Keep a keen eye. #4: Double-Check Your Answer by Working Backwards (Optional) If you feel unsure about your answer for any reason (because so many of the answer choices look the same, because you're not sure if you handled the issue of negative numbers correctly, etc.), you can work backwards to see if your expression is indeed correct. For instance, let us look at the inequality we had earlier, when talking about the function of negatives on inequalities: $10 - 4x 50$ Again, we would go through this just as we would a single variable equation. $-4x 40$ $x -10$ But now maybe that answer doesn't feel right to you or you just want to double-check to be sure. Well, if we're told that $x$ must be greater than -10 to fulfill the inequality, let's make sure that this is true. Let us solve the expression with $x = -9$ and see if we are correct. $10 - 4x 50$ $10 - 4(-9) 50$ $10 + 36 50$ $46 50$ This is correct, so that's promising. But we found that $x$ needed to be greater than -10, so our expression should also be INCORRECT if $x$ were equal to -10 or if $x$ were less than -10. So let us see what happens if we have $x = -10$. $10 - 4x 50$ $10 - 4(-10) 50$ $10 + 40 50$ $50 50$ The inequality is no longer correct. This means that we know for certain that the solution set we found, $x -10$ is true. You will always be able to work backwards in this way to double-check your inequality questions. Though this can take a little extra time, it might be worth your peace of mind to do this whenever you feel unsure about your answers. Ready, set? It's test time! Test Your Knowledge Now let's put all that inequality knowledge to the test on some real ACT math problems. 1. The inequality $6(x+2)7(x-5)$ is equivalent to which of the following inequalities?A. $x-23$B. $x7$C. $x17$D. $x37$E. $x47$ 2. 3. If $r$ and $s$ can be any integers such that $s10$ and $2r+s=15$, which of the following is the solution set for $r$? A. $r≠¥3$B. $r≠¥0$C. $r≠¥2$D. $r≠¤0$E. $r≠¤2$ 4. Which of the following is the solution statement for the inequality shown below? $-51-3x10$ F. $-5x10$G. $-3x$H. $-3x2$J. $-2x3$K. $x-3$ or $x2$ 5. Answers: E, E, E, H, D Answer Explanations 1. This is a standard inequality equation, so let us go through our solve accordingly. First, let's begin by distributing out our equation. $6(x + 2) 7(x - 5)$ $6x + 12 7x - 35$ $12 x - 35$ $47 x$ Because we did not have to divide or multiply by a negative, we were able to keep the inequality sign intact. And because the expression $47 x$ and $x 47$ mean the same thing, we can see that this matches one of our answer choices. Our final answer is E, $x 47$ 2. We are given two graphs with equations attached and we must identify when one equation/graph is less than the other. We don't even have to know anything about what these equations means and we do not have to fuss with solving the equations- we can simply look at the diagram. The only place on the diagram where the graph of $y = (x - 1)^4$ is less than (aka lower than) the graph of $y = x - 1$ is between $x = 1$ and $x = 2$ on the coordinate plane. In other words, this inequality is true when $x 1$ and when $x 2$, or $1 x 2$. Our final answer is E, $1 x 2$. 3. We know that $s 10$ and it must be an integer, so let us make life easy and just say that $s = 11$. Now we can use this number to plug into the equation. $2r + s = 15$ $2r + 11 = 15$ $2r = 4$ $r = 2$ We know that $r$ can be equal to 2 and that it is the nearest integer to our definition. This means that our answer will either be C or E. So let us now find which direction our inequality sign must face. Let's now try one integer larger than 11 to see whether our solution set must be less or equal to 2 or greater than or equal to 2. If we say that $s = 12$, then our equation becomes: $2r + s = 15$ $2r + 12 = 15$ $2r = 3$ $r = 1.5$ We can see now that, as $s$ increases, $r$ will decrease. This means our solution set will be that $r$ is equal to or less than 2. Our final answer is E, $r≠¤ 2$ 4. Though this problem is made slightly more complex due to the fact that it is a double inequality expression, we still solve the inequality the same way we normally would. $-5 1 - 3x 10$ If we think of this expression as two different inequality equations, we would say: $-5 1 - 3x$ and $1 - 3x 10$ So let us solve each of them. $-5 1 - 3x$ $-6 -3x$ Because we now must divide by a negative, we must reverse the inequality sign. $2 x$ And now let's solve our second expression: $1 - 3x 10$ $-3x 9$ Again, we must reverse our inequality sign, since we need to divide each side by a negative. $x -3$ Now, if we put the two results together, our expression will be: $-3 x 2$ Our final answer is H, $-3 x 2$ 5. Because we have a number line with two closed circles, we know that must use less than or equal to and greater than or equal to signs. We can see that the right side of the graph gives us a set of numbers equal to or greater than 3, which means: $x ≠¥ 3$ The left side of the graph gives us a set of numbers less than or equal to -1, which means: $x ≠¤ -1$ Our final answer is, therefore, D, $-1 ≠¥ x$ and $x ≠¤ 3$. And now, your reward for solving your inequality problems is oodles of Cuteness. The Take-Aways Inequalities are so similar to single variable equations that it can be easy to treat the two as the same. The test-makers know this, so it pays to be careful when it comes to your inequality questions. Remember the key differences (multiplying or dividing by a negative reverses the sign, and you can flip your inequality signs so long as you flip both sides of the expression) and keep careful track of the details to avoid all the common pitfalls and bait answers. After you've mastered the art of answering your inequality questions, that's another 5% of the test that you've dominated. You're well on your way to that score goal of yours now! What's Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to get over your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? We'll teach you how to beat the clock and maximize your ACT math score. Looking to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. 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 of practice 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:

Writing Assignment - Model in Action Essay Example | Topics and Well Written Essays - 500 words

Writing Assignment - Model in Action - Essay Example Trinity College of Management was in the process of formulating a business proposal to attract funds from a funding agency. The project was the continuation of a public welfare program.. However the College fell short on the target of the number of beneficiaries in the previous year’s implementation. Though this short fall was quantitatively less, it was limiting the chance of the college getting continued funds. The ethical decision making process involved in the scenario was the analysis of the alternatives proposed to solve the problem. Three alternates were suggested, of which the first was to have relentless efforts in order to achieve the shortfall in the number of beneficiaries by the time the proposal was submitted. Another possible option was to hype figures in the proposal than the actual achievements and the last alternative was to keep the proposal going with the actual figures. These alternates were evaluated in the ethical decision making process. Though no ethical issue was realized in the first and the third alternatives, the suggestion to hype the figures involved an ethical issue and had to be evaluated for its intensity. The hype in the number of beneficiaries was found to be miniscule in comparison with the total achievement and the total cost involved. The moral cause of the project was not affected hugely due to the shortfall and thus the hype was found not to be a major ethical concern. The individual factors for alternative evaluation include Quantitative factors and Qualitative factors. (Nair & Oommen, 1994).The proposal for the trial to achieve the shortfall failed in this evaluation process as the quantitative factor of operational cost for its implementation could not be afforded. A minor qualitative factor of the inter-organizational relationships was realized in the second option but the success of the project implementation and the resultant improvisation in the relationships with the