Autism in America - Free Essay Example

Sample details Pages: 4 Words: 1257 Downloads: 7 Date added: 2019/02/14 Category Medicine Essay Level High school Tags: Autism Essay Did you like this example? â€Å"Its not who you are underneath its what you do that defines you.† This quote from Rachel Dawes in Christopher Nolan’s Batman series defines Bruce Wayne for the rest of the series. Autism Spectrum Disorder is also something that is a defining factor of life for many children. Autism Spectrum Disorder is a developmental disorder, that causes social, behavioral, and communication challenges. Don’t waste time! Our writers will create an original "Autism in America" essay for you Create order This is caused by the lack of medical knowledge up until the recent decades. People who were on the low functioning end of the spectrum in the past they were treated horribly and locked away like lab animals. There are people who believe Autism Spectrum Disorder developed when children were given vaccines, and people also believe that Autism Spectrum disorder stems from the changes in food. However, people with Autism Spectrum Disorder have always existed in America, but they only started to become more prevalent in recent centuries. In America during the early nineteenth century people who had Autism Spectrum Disorder were looked down upon. They were treated horribly and segregated from the rest of humanity. John Donovan and Caren Zucker authors of â€Å"Autism in Early America† mention, â€Å"Howe was appalled by the horrifying conditions in which many idiots lived crammed into almshouses, kept in cages, left to wander unwashed and uncared for (Donovan et. Al).† This example was not uncommon for people on the Autism spectrum. Since the people that lived here were not well taken care of and left to their own devices this was a large reason as to why Autism went underdiagnosed during the nineteenth century. Dr. Samuel Gridley Howe was the lead on changing the way the United States of America viewed Autistic people. He worked for better treatment of these people which helped to lead a cultural shift in society. Dr. Howe when developing his diagnosis of Autism looked for the root cause of intellectu al disability. In the later part of the nineteenth century he went to the state legislature to ask for fund for a school to prove people that were so called â€Å"idiots† could be educated. His work at the school was successful enough that the legislature gave him money to open a second school. After these schools opened several more opened after providing education to people who were Autistic or â€Å"idiots.† Sadly, Howe’s institutions fell victim to two problems. First, they were provided education, but it was not the quality of education that people who do not have disabilities were provided. Second during the twentieth century many of the schools fell into disarray and were shut down since no one kept up with them. Dr. Howe’s efforts finally paid off in 1991. A law was passed creating federal rights for students who have Autism Spectrum Disorder. In 1991 under president George H. W. Bush a law was passed making it so that students who had disabilities have the federal right to be in the same schools as everyone else. The reason this law was created and passed was for the purpose of bringing students with disabilities out of separate schools and into public schools. Jackie Jones in the article states, â€Å"DASP provides professional development and technical assistance to make the postsecondary experience more accessible to autistic students, †¦ (Jackie Jones).† DASP is a program that was able to be created because of the law passed by George H. W. Bush. This program at the time of the article’s publishing was three years old. It has helped students at university ease into college life; and this has made socialization a bit easier for them. The work in this program also provides technologies that are adapted to the needs of the university’s Autistic students. DASP also provides a sense of community for the special needs students who may feel like they are the only ones that have Autism Spectrum Disorder. Research on this matter has continued since the start of this program as we look towards the future on how to treat Autism Spectrum Disorder. Around this time in the 90s Autism Spectrum Disorder started to rise in numbers. People started to have more vaccinations and food started to change. As people who started research and said that autism only started to develop out of these changes in food and the increase of vaccinations. Research has been done over the last 150 years and we have learned a lot but still have much more to do. The medical community knows only a little more than we did during the nineteenth century. Research that has been done since then has now given us signs of what to look for in children. The article argues, â€Å"With growing numbers of families across the country affected by autism spectrum disorder over all one in 88 children will be diagnosed with A.S.D., and one in 54 boys †¦ (â€Å"Study Suggests More Services Needed for Young Adults.†)† Now that the medical community has guidelines of how to diagnose Autism. It may have led to another problem being an over diagnosis of the developmental disorder. Overdiagnosis is a problem because the guidelines become blurry again making it harder to diagnose. A problem that stems off overdiagnosis is that people who really need the help will not get covered by insurance and the Special Education portions of schools do not get proper funding. People’s attitude towards Autism have become more positive. Although there are still some people who are not quite as accepting of Autism Spectrum Disorder. Churches and parishes have started to provide programs, but most are not willing to put the extra step forward to help these families. As we go further ahead in time, we hope to gain better treatment for people and families that have been affected by Autism Spectrum Disorder. Autism has defined the lives of many people over the years. The lives of people that were Autistic in the nineteenth century were horrid. They were isolated into almshouses and left in horrendous conditions and they were labeled as â€Å"idiots†. This led to Autism being under diagnosed for several years. In 1991 president George H. W. Bush passed a law that created federal rights for all students that have disabilities to be in the same schools as students without disabilities. As people with Autism and the medical community look to the future, they look to gain more knowledge about the developmental disorder and for people to become even more accepting of the disorder. There has also become an overdiagnosis which has led to problems for people that need help and can not get it because of insurance companies not wanting to cover those needs. In conclusion people that have Autism Spectrum Disorder since the nineteenth century have been treated differently over the years from a nimals in the past to now being given equal treatment and education as other students who are not disabled. Works Cited Donovan, John and Caren Zucker. â€Å"Autism in Early America.† Smithsonian, vol. 46, no. 9, Jan. 2016, pp. 114–121. EBSCOhost, lscsproxy.lonestar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=trueAuthType=ip,cpidcustid=s1088435db=a9hAN=112184286site=ehost-live. Jones Jackie. â€Å"Autism in Academia.† Chronicle of Higher Education, vol. 58, 17 Mar. 2012, pp. 38–42. EBSCOhost, lscsproxy.lonestar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=trueAuthType=ip,cpidcustid=s1088435db=a9hAN=73825805site=ehost-live. â€Å"Study Suggests More Services Needed for Young Adults.† America, vol. 206, no. 19, June 2012, pp. 6–7. EBSCOhost, lscsproxy.lonestar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=trueAuthType=ip,cpidcustid=s1088435db=a9hAN=76247145site=ehost-live.

Summary Of Kill A Mockingbird By Harper Lee - 1545 Words

Tenure of Terror Terrorists express their loathing for those outside their coalition by stifling growth and opportunity. A person who despises another based on skin color, religion, sexual orientation, or political belief is essentially a bigot. A hater. A bad seed. However, this same individual gains power and credibility when banded together with those of like mind. At once, the brotherhood becomes a fraternity, a circle in which radical attitudes and the spewing of hatred finds a friend. How can there be a community of people that operates a hate organization in today s society? With the youth of today becoming more integrated and accepting, how is it that racism can flourish? Although on the surface it appears that people are open†¦show more content†¦Becoming a coalition at once, the antagonism radiating within one s heart finds congeniality. Members of the Klan ranged from â€Å"small farmers and laborers to planters, lawyers, merchants, physicians and ministers,† but members today are those of middle-class America (History par. 5). Although the Ku Klux Klan started off as a fraternal terrorist group, in recent times they’ve adopted abuse, sex crimes, and theft to their list of bad actions. This suggests that Klan members commit many â€Å"non-ideological crimes† and have criminality running through their veins (Anti-Defamation par. 8). Over this organization’s fluctuating history, their violent tendencies have grown so strong that â€Å"a number of Klan groups tend to attract people with violent or antisocial natures,† assuming that everyday white people have slowly migrated away from such a club (Anti-Defamation par. 8). The KKK is a racist, illiberal, dogmatic movement with a commitment to violence in order to achieve its goals of racial segregation and white supremacy. It is perhaps easier to expose the ugliness within while masking the identity of the hate ridden. A coward hides shamefully withholding the expression of their feelings. But, disguise that cowardly one, and suddenly, they have the strength of ten men. Hence, the cloak wearing masked men and women of the Ku Klux Klan. These individuals have one mission, and one mission only: purify America,

Customer Relationship Management Business Organisation

Question: Discuss about theCustomer Relationship Managementfor Business Organisation. Answer: Introduction: Customer Relationship Management System is a tool that describes the link the business has with its customers. It not only involves capturing all quantitative information relating to the customers of the business, but also capturing qualitative aspects of serving those customers. Thus, CRM system first aims to locate and gather the basic information of all the customers. Thereafter those information is used to fulfil the needs of the existing customers and attracting new ones in the process, thereby expanding the market of the business. Concept of CRM: Customer relationship management is a strategy, process and includes technology that business organisation uses to manage their customers and their interaction points. CRM can be perceived as tactics that convert existing customers into loyal customers by not only fulfilling their requirements but also considering their individual choice. It focuses on building customer trust which results in a strong and healthy customer relationship. (Ajmera et al., 2013). How CRM helps firms achieve customer intimacy: Now days, due to the rapid increase in globalisation and internet marketing and sales, the need of customers have become dynamic and uncertain. In such situation, it has become very essential for firms to understand how the need and preference of customers are changing with the options available to them in the market. CRM help firms in assessing such needs by constantly being in touch with them and offering the best possible deals that will enable them retain as their customer (Khodakarami and Chan, 2014). CRM uses the following tools/strategies that enable firms achieve customer intimacy: Developing quality in order to achieve customer satisfaction. Increase marketing strategies to convert regular customers into loyal customers thus improving the bottom line Providing constant help and support, both online and offline enabling in improving efficiency Create business plans that are based on the predictions and analysis of past service and sales trends. Creating central databases that is open for the whole organization to identify customer patterns (Pedronet al. 2016). Automation in sales by online means. Example- self order, e payment etc. Popular tools used under CRM system in organisations. Example- McDonald in the food and beverage industry is one of the example companies that has created huge database i.e. history of customers, their buying pattern, amount and quality of products, etc are maintained. McDonald has maintained customer interaction with the use of customer involvement points. Physical Deployment of Personnel: Under small scale businesses, where the market is located in a particular area most often, the best way to have customer intimacy is through one-to-one interaction. Volunteers and other personnel are deployed to gather information and maintain customer records physically/online, for catering to the needs of the customers ("Comparing CRM systems", 2015,). Web Based Technology based CRM softwares: Under large scale business organisations, the firms use several web based CRM softwares like CiviCRM, Salesforce, etc. to report its CRM activities. These software are mostly custom-made, based on the requirements of the business and act as data mining tools which help the business take accurate decisions on sales, marketing, changing business trends etc (Chien, 2015). Social Media tools like Facebook, Twitter, Linkedinetc. Most popular and easy accessible social media acts as both marketing and CRM tools for all business organisations. Open Platforms to receive customer feedbacks enables them to understand the customers well. CRM and Competitive Advantage: The main reason why CRM was introduced in the business strategies is to attain competitive advantage. As the old saying goes, Customer is the King. This approach makes sure that each customer feels having a centralized relationship with the organisation. A proper CRM gives the firm the chance to know, understand the customers. It helps in identifying their needs, queries and concerns (Chiang, 2012). Example- McDonald has developed marketing policy under which customers interaction is central point. McDonald has developed customer based information system under which customers loyalty points were traced, discounts offers are provided to customers. Advantages of operational CRM are as follows- Automation of sales promotion- It can be analysed that CRM is used attracts more customers by employing CRM strategies. It includes follow up with customers and converts sale lead into actual sale. Service automation- Under CRM system, customer history is maintained so that each and every aspect related to customer can be maintained. For example, maintaining database of customer can be easily reached and can be used in decision making process of business organisation. Case Study CRM by Dominos Pizza, India Dominos Pizza, one of the leading pizza suppliers in the world has used the following CRM practises that has enabled them gain their competitive advantage over others in the market. Operational Perspective: Special offers and regular offers round the clock for all customers Home delivery specialists with 30 min free delivery targets Dominos WOW Club Cost effective pizzas and weekend offers User friendly ordering cancellation process Healthy pizza and low fat and cheese pizzas Feel good ambience, special party and corporate spaces and order intakes Analytical Perspective of CRM Customer relationship management can also be seen as source of data collection or information gathering. As business operation of every business organisation requires decision making so as to solve issues. In order to make correct and intelligent decisions management or managers requires certain information (Tereso and Bernardino, 2011). On the basis of these information decisions can be taken by business organisation. Analytical customer relationship management uses many techniques like data collection, data mining, data storing and other statistical techniques so that data related to customers can be used indecision making process. Customers are lifeline of business entity that can make or break any move of business organisation. Therefore it can be analysed that customer relationship management system can be used for generating useful information for decision making process of business entity (Smith, 2016). For example- Maintaining history (sales, address, items purchased, saving credit card, etc) of customers can be used to make interaction point for customers and try to increase sales. Another example of analytical CRM is to save time of customers by using customer database. Conclusion: A good CRM accurately assesses the relationships with the customers and gives the organization a clear view of what the customers truly want from it. Today, every customer has endless brands to choose from. A business needs to do more than what precisely it is supposed to. This enables the business to make a lasting impression that is valued by the customer. CRM tools make this process easy by providing crisp information that the organization needs to understand and appeal customers. With technology, the number of options available to the company for data mining is unlimited. Information is available in seconds with single clicks. Adoption of detailed CRM Policy, allocating budgets for CRM activities, approving the same at the Board level and quarterly review will ensure every organisation to be in tune with their customer base. References "Comparing CRM systems", 2015, Investment News, vol. 19, no. 37. Ajmera, J., Ahn, H., Nagarajan, M., Verma, A., Contractor, D., Dill, S. Denesuk, M. 2013, "A CRM system for social media: challenges and experiences", ACM, , pp. 49. Chiang, W. 2012, "To establish online shoppers' markets and rules for dynamic CRM systems", Internet Research, vol. 22, no. 5, pp. 613-625. Chien, T.K., Ma, H.Y. Hou, K.L. 2015, "A Study for establishing ideal CRM system function structure", IEEE, , pp. 681. Khodakarami, F. Chan, Y.E. 2014, "Exploring the role of customer relationship management (CRM) systems in customer knowledge creation", Information Management, vol. 51, no. 1, pp. 27-42. Pedron, C.D., Picoto, W.N., Dhillon, G. Caldeira, M. 2016, "Value-focused objectives for CRM system adoption", Industrial Management Data Systems, vol. 116, no. 3, pp. 526-545. Smith, L. 2016, "5 reasons predictive analytics make or break a CRM System", Database and Network Journal, vol. 46, no. 1, pp. 17. Tereso, M. Bernardino, J. 2011, "Open Source CRM Systems for SMEs", International Journal of Managing Information Technology, vol. 3, no. 4, pp. 41-56.

On September 1, 1939, The German Military Forces Invaded Poland Essays

On September 1, 1939, the German military forces invaded Poland to begin World War II. This invasion was very successful because of its use of a new military strategic theory -- blitzkrieg. Blitzkrieg, literally "lightning war," involved the fast and deadly coordination of two distinct forces, the Wermacht and the Luftwaffe. The Wermacht advanced on the ground, while the Luftwaffe destroyed the enemy air force, attacked enemy ground forces, and disrupted enemy communication and transportation systems. This setup was responsible for the successful invasions of Poland, Norway, Western Europe, the Balkans and the initial success of the Russian invasion. For many years after the first of September, the air war in Europe was dominated by the Luftwaffe. No other nation involved in the war had the experience, technology, or numbers to challenge the Luftwaffe's superiority. It was not until the United States joined the war effort that any great harm was done to Germany and even then, German air superiority remained unscathed. It was not until the advent of the North American P-51 Mustang fighter, and all of the improvements, benefits, and side effects that it brought with it, that the Allies were able to achieve air superiority over the Germans. Reasons for the Pre-P-51 Air Situation The continued domination of the European skies by the Luftwaffe was caused by two factors, the first of which was the difference in military theory between the Luftwaffe and the Royal Air Force. The theories concerning the purpose and function of the Luftwaffe and RAF were exactly opposite and were a result of their experiences in World War I. During WW I, Germany attempted a strategic bombing effort directed against England using Gothas (biplane bombers) and Zeppelins (slow-moving hot-air balloons) which did not give much of a result. This, plus the fact that German military theory at the beginning of WW II was based much more on fast quick results (Blitzkrieg), meant that Germany decided not to develop a strategic air force. The Luftwaffe had experienced great success when they used tactical ground-attack aircraft in Spain (i.e. at Guernica), and so they figured that their air force should mainly consist of this kind of planes. So Germany made the Luftwaffe a ground support force that was essentially an extension of the army and functioned as a long- range, aerial artillery. The RAF, on the other hand, had experimented with ground-attack fighters during WW I, and had suffered grievous casualty rates. This, combined with the fact that the British had been deeply enraged and offended by the German Gotha and Zeppelin attacks on their home soil, made them determined to develop a strategic air force that would be capable of bombing German soil in the next war. Thus, at the beginning of WW II, the RAF was mostly a strategic force that consisted of heavy bombers and backup fighters, and lacked any tactical dive- bombers or ground-attack fighters. (Boyne 21) The Pre-P-51 Situation Because of these fundamental differences, the situation that resulted after the air war began was: bombers in enemy territory vs. attack planes. The "in enemy territory" was the second reason for the domination of the Luftwaffe. At the beginning of WW II, and for many years afterward, the Allies had no long-range escort fighters, which meant that the bombers were forced to fly most of their long journeys alone. (Perret 104) Before the P-51 was brought into combat, the main Allied fighters were the American P-47 Thunderbolt and the British Spitfire, neither of which had a very long range. The rule-of-thumb for fighter ranges was that they could go as far as Aachen, which was about 250 miles from the Allied fighters' home bases in England, before they had to turn around. Unfortunately, most of the bombers' targets were between 400 and 700 miles from England. (Bailey 2-3) This meant that bombers could only be escorted into the Benelux countries, northern France, and the very western fringe of Germany. When these unescorted, ungainly, slow, unmaneuverable bombers flew over Germany, they were practically sitting ducks for the fast German fighters. On the other hand, the bombers were equipped with several machine guns and were able to consistently shoot down some of their attackers. Because of this, "U.S. strategists were not yet convinced of the need for long-range fighters; they continued to cling to the belief that their big bomber formations could defend themselves over Germany." (Bailey 153) The Allied Purpose in the Air War The Allies knew that they had to drive German industry into the ground in order to win the war. Since the factories, refineries, assembly-lines, and other industry-related structures were all inland, the

Client Needs Analysis Essays

Client Needs Analysis Essays Client Needs Analysis Essay Client Needs Analysis Essay Name: Course: Lecturer: Date: Client Needs Analysis 1. Introduction Currently, learning goes on everyday and everywhere. However, the formal learning is evaluated through examination. Examinations require a lot of work, starting from issuing of the examination, marking and compiling results for the students. With the increase in number of students and amount of work going up, this becomes quite hard. However, with the advancement of information technology, examination can be done online and results marked immediately to produce the score as soon as possible. Therefore, examinations being part of the learning process where normally students sit for them in classes, with information technology they can be taken from anywhere, and instead of waiting for long before results are out, they can also be gotten immediately after examination is done. Thus, it shortens the time it takes to take an exam and get results. However, to do this, it requires a strong software and program to support the whole process. The testing system should be in a position to: maintain a stock of multiple choice questions as well as answers, identify students’ details, and randomly generate tests on any subject area. The system should also be in a position to take answers from the students to the tests issued and store them as well as mark the results and generate reports while it notifies students of their results. The system should also keep all record of he tests including re-sit tests and the results. The documentation of the above-described systems is as follows. 2. Documentation The online testing system is a web-based application, which can be modified as well as customized in accordance to needs of any education institution. The software is designed to conduct tests or examinations to students from teachers without having them in examination rooms, for examinations such as admission exams, and it is time efficient. It provides a fully automated web-based tests software, online registration of students, automated creations of random questions tests, and a centralized control for the administrator. The system works by maintaining details of each student and provides an option of editing details when necessary. Each student has a password for accessing answers sheet, results and tests. The password is stored in the database in an encrypted form (MD5 hash) and provides authentication through sessions. Students can apply for their examinations and tests through the internet. The applications are evaluated and admissions from the qualified students are sent back to them. The candidates register for the tests, and after taking them, they send them in to wait for results. The examiners issues the results after the tests are submitted, and send back the results. This is an aim to reduce costs of examinations as well as time taken for examinations, resulting in efficacy of taking examinations. 2.1. Features of the system The system has many features considering most of the operations and applications can be customized depending on each individual institution. The features of the product or the necessities provided by the system are as listed below access of the database from anywhere anytime A question database built specifically for issuing tests and examinations, where the exams can be timed or un-timed. This requires one to answer questions within a specified time for the timed questions. an easy to navigate exam formatted database Administrators can upload questions to the database any time from anywhere The database generates the examinations automatically and randomly depending on student selection There is an option for editing, deleting or even re-using the tests whenever needed. study materials can be uploaded by the administrator for reference by the students students are in a position to view their results online through their passwords it offers a discussion boars for students to discuss issues and challenges Administrators are able to maintain blogs that can regularly update students on new studies as well as issues to look out. Students can post their questions on the blogs for the teachers to respond. This can also be posted to the discussion board for other students to contribute. Quantitative data can be gotten from the results since compiling and deriving graphs is easier, and any trend can be noted. The graphs can be for certain purposes such as showing how many students passed in the individual assessments, number of students passing in topical tests among others. It can offer an analysis through different parameters or even combine several parameters to make an analysis of students by the administrators. 2.2. Users This system is meant for students as the biggest user and the teachers, educators, and administrators. Students use the system for taking tests that otherwise would have to be taken in class or in examination rooms. The students will need to have access to the internet and have profiles in the database through which to access the examinations. The teachers on the other hand are the ones to upload the questions and answers to the database. They also require good skills in computers and languages in order to post what students can understand. Administrators and educators can use the system in the same way. The users of this system are not required to have technical knowledge of the system since all that is required is uploading and accessing information for the teachers and students. 2.3. Environment of Operation To make it possible to access the database from anywhere, it will require the system to run on the web, meaning users will access it using their browsers such as the Mozilla Firefox. Therefore, the system should be capable of running from any remote device of students or teachers using connection to the internet. However, this will be dependent on where the data is stored, whether in a local server, or external server. For a local server, the program will be run through a local machine that all can have access. However, for an external one, it will require using the browser. It will also be through ASP.Net, the 3.5 HTML versions together with JavaScript. The software can run by the Pentium 4 2.4 GHz hardware, with Windows Vista, or nay other compatible Windows such as SQL server 2008 Express Edition to be used as the database system while the development environment can be the 2008 visual studio. This can be used together with an inbuilt Microsoft Internet Information Services server in the whole process. 2.4. System requirements The interface of the external server can be designed using standard tools of the 2008 Microsoft Visual Studio Professional Edition. Macromedia Flash components contained in some interfaces could also be used, as well as message boxes where error messages can be shown. The hardware has also its requirements in order for the system to work with ease as listed below. there has to be a CPU, Central Processing Unit contained in a personal computer or a laptop, which is internal. A monitor for the CPU has to be present to show the information gotten by the computer. There has to be a keyboard and a mouse used for entering data and highlighting specific places on the monitor to issue commands to the computer. A printer could also be needed in case one needed to keep record of their results. Any printer as long as it is compatible with the computer in use it is okay. The other requirements are the software ones, which include the Microsoft Windows software, which could either be he 95, 98, XP Vista, and all the OS Microsoft windows. The system is compatible with most of the Microsoft software programs. The other software requirement is the ASP.Net. In addition, for the system, to work it requires some communication software, which can be the World Wide Web browsers, such as the Mozilla, Firefox, Internet Explorer, and Opera among others that are available. In addition to this, SMTP server and LAN Connection is required There are some non-functional requirements for the system that are designed to ensure quality and efficiency among the users. One of them is the performance requirement that requires the system to be capable of allowing access to its users, and synchronizing each user’s information with the database. Other requirements include security, where the system is supposed to ensure that only those with access can have access to the database, and no students can access the results of another student.

How to Add and Subtract Fractions 3 Simple Steps

How to Add and Subtract Fractions 3 Simple Steps SAT / ACT Prep Online Guides and Tips Adding and subtracting fractions can look intimidating at first glance. Not only are you working with fractions, which are notoriously confusing, but suddenly you have to contend with converting numerators and denominators, too. But adding and subtracting fractions is a useful skill. Once you know the vocabulary and the basics, you’ll be adding and subtracting fractions with ease. This guide will walk you through everything you need to know for adding and subtracting fractions, including some example problems to test your skills. Key Vocabulary for Adding and Subtracting Fractions Before we can get into the math for adding and subtracting fractions, you need to know the terminology. We’ll be using these terms throughout, so brush up on them to be sure you always know what part of the fraction we’re referring to. Fraction: A number that is not a whole number; a part of a whole. For our purposes, a fraction will refer to a number written with a numerator and a denominator, such as $1/5$ or $147/4$. Numerator: The top number in a fraction, reflecting the number of parts of a whole, such as the 1 in $1/5$. Denominator: The bottom number in a fraction, representing the total number of parts, such as the 5 in $1/5$. Common Denominator: When two fraction share the same denominator, such as $1/3$ and $2/3$. Least Common Denominator: The smallest denominator two fractions can share. For example, the least common denominator of $1/2$ and $1/5$ is 10, because the smallest number both 2 and 5 go into is 10. Pies make great fractions. How Do You Add and Subtract Fractions? Now that you have the vocabulary, it’s time to put that into action. You can’t simply add or subtract fractions as you would a whole number $1/4 - 1/2$ doesn’t equal $0/2$, for example. Instead, you’ll need to find a common denominator before you add or subtract. There are many ways to find a common denominator, some of which are easier or more efficient than others. One of the easiest ways to find a common denominator, though not necessarily the best, is to simply multiply the two denominators together. For example, a possible least common denominator for $1/2$ and $1/12$ would be 24, which you find by multiplying the 2 denominator by the 12 denominator. You can solve a problem using the common denominator of 24 using the steps below, but if you do, you’ll run into a problem- your fraction will need to be reduced. To eliminate the need to reduce once you’ve added or subtracted, instead try to find the least common denominator. Sometimes that will be the same as multiplying two denominators together, but it often won’t be. However, finding the least common denominator isn’t hard- you’ll just need to be familiar with your multiplication tables. For example, let’s try to find the least common denominator, rather than just a common denominator, for the same fractions we used above: $$1/2\: \and \: 1/12$$. To do this, list out a few multiples of each denominator Multiples of 2: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24 Multiples of 12: 12, 24, 36, 48, 60 Then, look at both lists of multiples and find the lowest number both share. In this case, both 2 and 12 share the multiple 12. If we kept going, we would end up with other multiples they share, such as 24, but 12 is the smallest, meaning it’s the least common multiple. You can do this with any pair of numbers, though larger numbers may present more of a challenge. For adding or subtracting, you can always return to simply multiplying one denominator by the other if you’re having trouble finding the least common denominator, but do keep in mind that you will likely have to reduce. Fractions are the tastiest part of math. How to Add Fractions - Method 1 Now that you know how to find a common denominator, you’re ready to start adding and subtracting. Let’s return to the example of $1/2$ and $1/12$- in this case, let's look at this problem: $$1/2 + 1/12$$ Remember, you can’t add straight across; $1/2 + 1/12$ does not equal $2/14$. #1: Find a Common Denominator We’ll find the least common denominator first, since that’s generally the best way to go about it. We already did the work above, but as a reminder, you’ll want to write out a series of multiples of each number until you find a match. In this case, both 2 and 12 have a multiple of 12. #2: Multiply to Get Each Numerator Over the Same Denominator Always remember that anything you do to the denominator must also be done to the numerator. So let’s take a look at these two fractions we need to get over the denominator 12. $1/12$ is easy- it’s already over the denominator of 12, so we don’t have to do anything to it. $1/2$ will need some work. What number multiplied by 2 will equal 12? To rephrase that question as a problem we can solve, $2*?=12$. Or, even simpler, we can invert the operation to get $12/2=?$, which we can easily solve. So now we know that to go from a denominator of 2 to a denominator of 12, we need to multiply by 6. Again, remember that everything you do to the denominator needs to be done to the numerator as well, so multiply the top and bottom by 6 to get $6/12$. #3: Add the Numerators, but Leave the Denominators Alone Now that you have the same denominators, you can add the numerators straight across. In this case, that will mean that $6/12 + 1/12 = 7/12$. Ask yourself if you can reduce the fraction by diving both the numerator and the denominator by the same number. In this case, you can’t, so your answer is a simple $7/12$. How to Add Fractions- Method 2 Alternatively, we could simply multiply the two denominators together to find a different common denominator. This is a different way to solve the problem, but will end up with the same answer. #1: Multiply the Denominators Together No fancy tricks here- simply multiply 2 by 12 to get 24. That will be your common denominator. #2: Multiply to Get Each Numerator Over the Same Denominator Just as we did when we found the least common denominator, we’ll need to multiply both the top and bottom number of each fraction. In this case, use inverse operations to find out what number you’ll need to multiply. If $1/2$ needs to be $?/24$, you can do $24Ã ·2$ to figure out what number you’ll need to multiply by- 12. Multiply the top and the bottom by 12 to get $12/24$. Repeat the process with $1/12$. If $1/12$ needs to be $?/24$, solve $24Ã ·12$ to get 2. Now multiply the numerator and denominator of $1/12$ by 2 to get $2/24$. #3: Add the Numerators Together Now you can simply add straight across. $$12/24 + 2/24 = 14/24$$. #4: Reduce Here’s where the extra step comes in. $14/24$ is not a fraction in its lowest form, so we’ll need to reduce it. To reduce, we need to divide both the numerator and the denominator by the same number. To do so, we’ll need to find the greatest common factor. Much like finding the least common multiple, this means listing out numbers until we find two factors that both the numerator and the denominator have in common, excluding 1, like so: 14: 2, 7 24: 2, 3, 4, 6, 8, 12 What number do they have in common? 2. That means that 2 is our greatest common factor, and therefore the number we’ll be dividing the numerator and denominator by. $14Ã ·2=7$ and $24Ã ·2=12$ giving us the answer of $7/12$. The answer is the same as when we solved using the least common multiple, and can’t be reduced any further, so that’s our final answer! If you ever find yourself writing out lots of factors without much luck, there are some quick ways to figure out potential factors. If a number is even, it can be divided by 2. If you can add a number's digits a number that is divisible by 3, the number is divisible by 3- such as 96 ($9+6=15$ and $1+5=6$, which is divisible by 3). If the number ends in a 5 or a 0, it is divisible by 5. If you’re not sure when to stop looking for factors, subtract the smaller number from the larger one. That number will be the largest possible common factor, but not the greatest common factor itself.For example, let’s take 50 and 32. Sure, we could just divide both by 2 and keep reducing from there, but if you do $50-32$ you get 18, telling us to stop looking for the greatest common factor once we hit 18.In practice, that looks like this:50: 2, 5, 1032: 2, 4, 8, 16Instead of continuing on, we know to stop when the next factor would be 18 or above, stopping us from spending more time figuring out factors we don’t need. We can see a lot quicker that the greatest common factor is 2 and move on with the problem! $1/1 - 1/? = yum$ How to Subtract Fractions Once you’ve mastered adding fractions, subtracting fractions will be a breeze! The process is exactly the same, though you’ll naturally be subtracting instead of adding. #1: Find a Common Denominator Let’s look at the following example: $$2/3-3/10$$ We need to find the least common multiple for the denominators, which will look like this: 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 10: 10, 20, 30 The first number they have in common is 30, so we’ll be putting both numerators over a denominator of 30. #2: Multiply to Get Both Numerators Over the Same Denominator First, we need to figure out how much we’ll need to multiply both the numerator and denominator of each fraction by to get a denominator of 30. For $2/3$, what number times 3 equals 30? In equation form: $$30Ã ·3=?$$ Our answer is 10, so we’ll multiply both the numerator and denominator by 10 to get $20/30$. Next, we’ll repeat the process for the second fraction. What number do we need to multiply by 10 to get 30? Well, $30Ã ·10=3$, so we’ll multiply the top and bottom by 3 to get $9/30$. This makes our problem $20/30-9/30$, which means we’re ready to continue! #3: Subtract the Numerators Just as we did with addition, we’ll subtract one numerator from the other but leave the denominators alone. $$20/30-9/30=/30$$. Since we found the least common multiple, we already know that the problem can’t be reduced any further. However, let’s say that we just multiplied 3 by 10 to get the denominator of 30, so we need to check if we can reduce. Let’s use that little trick we learned to find the greatest possible common factor. Whatever factors and 30 share, they can’t be greater than $30-$, or 19. : 30: 2, 3, 5, 6, 10, 15 Since they don’t share any common factors, the answer cannot be reduced any further. $1/10$pizza is still $10/10$ tasty. Adding and Subtracting FractionsExamples Let’s go over a few more sample problems! $$8/15-4/9$$ #1: Find a common denominator 15: 15, 30, 45, 60 9: 9, 18, 27, 26, 45 #2: Multiply to get both numerators over the same denominator $$45/15=\bo3$$ $$8Ã ·3=24$$ $$15*3=45$$ $$24/45$$ $$45Ã ·9=\bo5$$ $$4*5=20$$ $$9*5=45$$ $$20/45$$ #3: Subtract the numerators $$24/45-20/45=\bo4/\bo45$$ $$6/+3/4$$ #1: Find a common denominator : , 22, 33, 44 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44 #2: Multiply to get both numerators over the same denominator $$44Ã ·=\bo4$$ $$6*4=24$$ $$*4=44$$ $$24/44$$ $$44Ã ·4=\bo$$ $$3*=33$$ $$4*=44$$ $$33/44$$ #3: Add the numerators $$24/44+33/44=\bo57/\bo44$$ or $$\bo1 \bo13/\bo44$$ $$4/7-/21$$ #1: Find a common denominator 7: 7, 14, 21 21: 21, 42, 63 #2: Multiply to get both numerators over the same denominator $$21Ã ·7=\bo3$$ $$3*4=12$$ $$3*7=21$$ $$12/21$$ $/2$ is already over 21, so we don’t have to do anything. #3: Subtract the numerators $$12/21-/21=\bo1/21$$ $$8/9+7/13$$ #1: Find a common denominator 9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108, 7 13: 13, 26, 39, 52, 65, 78, 91, 104, 7 #2: Multiply to get both numerators over the same denominator $$7Ã ·9=\bo13$$ $$8*13=104$$ $$9*13=7$$ $$104/7$$ $$7Ã ·13=\bo9$$ $$7*9=63$$ $$13*9=7$$ $$63/7$$ #3: Add the numerators $$104/7+63/7=\bo167/\bo7$$ What’s Next? Adding and subtracting fractions can get even more simple if you start converting decimals to fractions! If you're unsure what high school math classes you should be taking, this guide will help youfigure out your schedule to be sure you're ready for college! Now that you're an expert in adding and subtracting fractions, challenge yourself by learning how to convert Celsius to Fahrenheit!

Challenges of International Banks Essay Example | Topics and Well Written Essays - 3000 words

Challenges of International Banks - Essay Example Banks have been in competition and have been making efforts to become larger either by organic growth or by mergers and acquisitions and international banking have largely become associated with thinking big with an Economist survey analyzing how size of banks matter although banks go through various structural and functional changes and with their shifting shapes and sizes, the volatility of banks may be a factor in winning markets and market share (Economist, 2006). Ten commercial banks in America control 49% of the country's banking assets and mergers have been the buzz word in the US with removal of barriers between banks and insurance companies. Using strategy as the relevant point of discussion here, I will suggest how strategy focused on matching an organization's assets and capabilities with the external relationships and environment. Here the course models from B820 and concepts could be used to show how by placing strategy at the centre of analysis a clear relationship coul d be drawn between banks/financial organisations and the external environment. The questions of size and ownership have been taken by the Economist survey to suggest that big banks tend to get bigger with mergers, acquisitions and organic growth. However it is worthwhile to ask what are the limitations to this process, and big banks tend to have bigger shares in the market and commercial banking around the world remain preoccupied with matters of size and ownership. The Economist article referred here asks whether the future bank is expected to be ten times bigger than HSBC or the Citibank. However some of the recent bank mergers in the financial environment have destroyed shareholder value and usually the medium sized banks are prized highly by stock markets. Procurement, systems, operations, research and marketing are some of the areas on which the banking industry seems to depend on (Economist, 2006). However when diseconomies of scale creep in, there are also concealed risks and failure of internal controls, however related lines of business can create opp ortunities for each other. Usually banking companies are affected by external environment to the extent that the global economy calls for merger and acquisitions to help the bank gain a larger size in the market. This all relate to the B820 models and theories studied. Survival and prosperity depend on the solutions to questions such as: which products or services to offer; whether to pursue single or multiple lines of business; which markets or clients to aim for; whether to limit activities to local markets or expand internationally; how to acquire appropriate technologies, knowledge, finance and human resources; and which skills and capabilities to develop that will be relevant to your competitive strengths now and in the