Math Equations free essay sample

This paper will show two mathematical problems, the first is â€Å"To estimate the size of the bear population on the Keweenaw Peninsula, conservationists captured, tagged, and released 50 bears. One year later, a random sample of 100 bears included only 2 tagged bears. What is the conservationists estimate of the size of the bear population? † (Dugopolski, 2013, pp. 37, probem 56). The second will be to complete problem 10 on page 444 of Elementary and Intermediate Algebra. Here all steps in solving the problem will be explained step by step. The first problem is to estimate the size of the bear population located on the Keweenaw Peninsula conservation. In reading over the â€Å"Bear Population† method #56 on page 437you will notice we are to assume that the ratio of originally tagged bears to the whole population is equal to the ratio of recaptured bears to the size of the sample. The ratio of the originally tagged bears to the whole population is 2100 The ration of the recaptured tagged bears to the sample size is 50x 2100=50x Since x is on the right-hand side of the equation, we need to switch the sides so it is on the left-hand side. We will write a custom essay sample on Math Equations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 50x=2100 This is the proportion set up and ready to solve. I will cross multiply setting the extremes equal to the means. 100(50) = 2x Here 100 and 50 are the extreme, while x and 2 are the means. 0002=22 Next we must divide each term in the equation by 2. X=50002 Cancel out the common factor X=2500 The bear population in Keweenaw Peninsula is estimated to be around 2500. For the second problem in this assignment I am asked to solve this equation for y. The first thing I notice is that it is a single fraction (ratio) on both sides of the equal sign so basically it is a proportion which can be solved by cross multiplying the extremes and means. y-1)=-34*((x+3))Multiply both sides of the equation by (x+3) (y-1)=-34*(x+3)Remove the extra parentheses (y-1) = -3(x+3)4Multiply the rational expressions to get 3(x+3)4 y-1= -3(x+3)4Remove the parentheses around the expression y-1 Since -1 does not contain the variable solve for, move it to the right-hand side of the equation by adding 1 to both sides. y=1 *44 3(x+3)4Multiply each term by a factor of 1 that will equate all the denominators. In this case, all terms need a denominator of 4. = 14 (-1*4) 3(x+3)4Multiply the expression by a factor of 1 to create the least common denominator (LCD) of 4. y= 44 3(x+3)4 Multiply 1 by 4 to get 4. y = 4-3(x+3)4 The numerators of expressions that have equal denominators can be combined. In this case, (4)4 and 3(x+3)4 have the same denominator of 4, so the numerators can be combined. y = 4-3 (x+3)4 Remove the parentheses around the expression 4. y = 4-3 x-3 (3)4 Multiply -3 by each term inside the parentheses (x-3). = 4-3 *x-3 (3)4 Multiply -3 by the x inside the parentheses. y = 4-3 x-3 (3)4 Multiply -3 by x to get – 3x. y = 4-3 x-3* 34 Multiply -3 by the 3 inside the parentheses. y = 14 (4-3x-9) Multiply -3 by 3 to get -9. y = 14 (-5 -3x) Subtract 9 from 4 to get -5 y = 14 (-3x -5) Reorder the polynomial -5 -3x alphabetically from left to right, starting with the highest order term. y = 14 (-3x-5)Simplify the right-hand side of the equation. Here I have notice that the solution for y = 14 (-3x-5) but the equation for x is different and x as a rational expression is (y-1)  · 4=-3  · (x+3) which is solved by which is solved by a ration. Simplify the equation for x = 4y3 53 . Another thing I have learned is if you go from x = y to x^2 = y^2 you have introduced the extraneous root. References: Dugopolski, M. (2013). Elementary and Intermediate Algebra, 4th Ed. New York, NY: The McGraw-Hill Companies, Inc. Math Equations free essay sample This paper will show two mathematical problems, the first is â€Å"To estimate the size of the bear population on the Keweenaw Peninsula, conservationists captured, tagged, and released 50 bears. One year later, a random sample of 100 bears included only 2 tagged bears. What is the conservationists estimate of the size of the bear population? † (Dugopolski, 2013, pp. 37, probem 56). The second will be to complete problem 10 on page 444 of Elementary and Intermediate Algebra. Here all steps in solving the problem will be explained step by step. The first problem is to estimate the size of the bear population located on the Keweenaw Peninsula conservation. In reading over the â€Å"Bear Population† method #56 on page 437you will notice we are to assume that the ratio of originally tagged bears to the whole population is equal to the ratio of recaptured bears to the size of the sample. The ratio of the originally tagged bears to the whole population is 2100 The ration of the recaptured tagged bears to the sample size is 50x 2100=50x Since x is on the right-hand side of the equation, we need to switch the sides so it is on the left-hand side. We will write a custom essay sample on Math Equations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 50x=2100 This is the proportion set up and ready to solve. I will cross multiply setting the extremes equal to the means. 100(50) = 2x Here 100 and 50 are the extreme, while x and 2 are the means. 0002=22 Next we must divide each term in the equation by 2. X=50002 Cancel out the common factor X=2500 The bear population in Keweenaw Peninsula is estimated to be around 2500. For the second problem in this assignment I am asked to solve this equation for y. The first thing I notice is that it is a single fraction (ratio) on both sides of the equal sign so basically it is a proportion which can be solved by cross multiplying the extremes and means. y-1)=-34*((x+3))Multiply both sides of the equation by (x+3) (y-1)=-34*(x+3)Remove the extra parentheses (y-1) = -3(x+3)4Multiply the rational expressions to get 3(x+3)4 y-1= -3(x+3)4Remove the parentheses around the expression y-1 Since -1 does not contain the variable solve for, move it to the right-hand side of the equation by adding 1 to both sides. y=1 *44 3(x+3)4Multiply each term by a factor of 1 that will equate all the denominators. In this case, all terms need a denominator of 4. = 14 (-1*4) 3(x+3)4Multiply the expression by a factor of 1 to create the least common denominator (LCD) of 4. y= 44 3(x+3)4 Multiply 1 by 4 to get 4. y = 4-3(x+3)4 The numerators of expressions that have equal denominators can be combined. In this case, (4)4 and 3(x+3)4 have the same denominator of 4, so the numerators can be combined. y = 4-3 (x+3)4 Remove the parentheses around the expression 4. y = 4-3 x-3 (3)4 Multiply -3 by each term inside the parentheses (x-3). = 4-3 *x-3 (3)4 Multiply -3 by the x inside the parentheses. y = 4-3 x-3 (3)4 Multiply -3 by x to get – 3x. y = 4-3 x-3* 34 Multiply -3 by the 3 inside the parentheses. y = 14 (4-3x-9) Multiply -3 by 3 to get -9. y = 14 (-5 -3x) Subtract 9 from 4 to get -5 y = 14 (-3x -5) Reorder the polynomial -5 -3x alphabetically from left to right, starting with the highest order term. y = 14 (-3x-5)Simplify the right-hand side of the equation. Here I have notice that the solution for y = 14 (-3x-5) but the equation for x is different and x as a rational expression is (y-1)  · 4=-3  · (x+3) which is solved by which is solved by a ration. Simplify the equation for x = 4y3 53 . Another thing I have learned is if you go from x = y to x^2 = y^2 you have introduced the extraneous root. References: Dugopolski, M. (2013). Elementary and Intermediate Algebra, 4th Ed. New York, NY.

Character Analysis Essay

Character Analysis Essay Character Analysis Essay Dee Self identity has been a prevalent issue within the African American culture since it was stripped from our ancestors decades ago. It has and still is common for African Americans to delve back into the past to gain understanding about their history, heritage, and culture. In Alice Walker’s, â€Å"Everyday Use† utilizes the accounts of the protagonist Dee while she searches for personal meaning and a stronger sense of self. In contrast to her sister Maggie, a round character that transforms from a shy and timid girl to a confident and comfortable young woman, Dee is portrayed as a flat character whom seeks self growth but falls flat and remains selfish, ignorant, and with a false definition of the African American identity. Born and raised in a poverty stricken home in the South Dee wants nothing more than to escape her â€Å"hard† life where she lived with her mother and sister. Anxious to get away Dee is more than happy to go to college when the community and Church raised money to send her to Augusta for schooling. Dee always saw herself above her family and looked down upon them as she, â€Å"read to us [her mother and Maggie] without pity. . . [we were] sitting trapped and ignorant underneath her voice. . .Dee wanted nice things. . . and was determined to stare down any disaster in her efforts† (217). Dee has never been grateful for what she has and was eager to Turner 2 leave, leave behind her family, her town, and everything she knew in order to escape the place she saw no future for herself in. Dee’s hope for self growth is misguided she views life through such a narrow minded looking glass her that chances of growth are little to none. Dee returns home with the same mindset that she is still above everyone and the fact that she is educated and â€Å"in touch† with her heritage only makes her better. Hopeful for a change in attitude upon Dee’s arrival home, Maggie and her mama’s dreams are short lived. Dee steps out of the car over dressed in bright colors with several noise making bracelets and introduces herself as, â€Å"Wangero Leewankia Kemanjo!† (219) because she, â€Å". . . couldn’t bear . . .being named after the people who oppress [her]† (220). Her mother attempts to explain that her name itself holds history and meaning as she was named after her several generations of strong Afr ican American woman that formed the building blocks for the family. Dee no longer see’s her Maggie and her mother as family but as oppressed and uneducated people with no understanding of who they are or where they come from, however it is Dee that believes she has found a new light when in reality her conformist thought process shows blatant ignorance toward her very own family history. Dee continues her charades as she bounces through the house picking up multiple items that hold sentimental value and

Analysis of Sherman Alexies The Lone Ranger and Tonto Fistfight in Heaven and Smoke Signals

Analysis movies and books by Sherman Alexei's Lonely Ranger and Tonto Fistfight in Heaven and Smoke Signal based on his short stories written for his movies The Lone Ranger and Tonto Fistfight in Heaven are all Indian Describes the issues that must be addressed and how they deal with this book is much more complicated than a movie and shows more characters in different circumstances. In the movie, hero Victor is trying to be a typical Indian, or just a typical person. Sherman Alexie is based on his collection The Lone Ranger and Tonto Fistfight in Heaven's storytelling selection. The title and title of Smoke Signals are about the mainstream culture. Stereotype and prejudice about indigenous culture How did Alexis launch these stereotypes in his writings? †¢ Point out the standard scripting conventions used in text. Students can tell stories they learned (short stories, novels collections etc) or their stories and write it as a script You can extend this activity by creating a st oryboard to fit your script I will. Students can apply standard scripting conventions correctly - combining visual components and devices to enhance meaning and effect - to show understanding of forms (eg, conversation or narration to emphasize dictation) ) Analysis movies and books by Sherman Alexei's Lonely Ranger and Tonto Fistfight in Heaven and Smoke Signal based on his short stories written for his movies The Lone Ranger and Tonto Fistfight in Heaven are all Indian Describes the issues that must be addressed and how they deal with this book is much more complicated than a movie and shows more characters in different circumstances. In the movie, hero Victor is trying to be a typical Indian, or just a typical person. Abstract: Lone Ranger and Tonto Fistfight in Heaven is a collection of 1993 short stories by Sherman Alexie. The letters and stories in the book, in particular This is the meaning of Phoenix, Arizona provides the basis for Alexis' movie 'Smoke Signal'. Lone Ranger a nd Tonto Fistfight in Heaven, published by Atlantic Monthly Press in 1993, is a revolutionary book by Sherman Aleksey. This work is composed of 22 interrelated stories and is often expressed as a collection of short stories by critics, but some people think that they have a new function similar to Love Medicine by Louise Erdrich. The central figures of this book, Victor Joseph and Thomas Builds - The - Fire, are two young Indians living in the Spokane Indian Settlement, telling the relationship with their families and other residents. , Wishes and history.

Toyota Essay Example | Topics and Well Written Essays - 750 words

Toyota - Essay Example This paper seeks to explain and illustrate the Toyota’s corporate responsibility to its consumers, environment, employees, stakeholders, and to the general public. This will be done through looking into the company’s corporate responsibility page and showing examples of how this company helps others. According to the Toyota’s corporate responsibility page, the company embraces corporate social responsibility initiatives; this includes information regarding policies, people and organizations that are related to the corporate social responsibility of Toyota Company. Toyota Company engages and promotes both with their partners and individually social contribution events and activities that aid in strengthening communities and contribute to supporting and enrichment of the society. In addition, Toyota embraces environmental responsibility. For example, everything from the basic stance of Toyota Company to its specific initiatives is put in place to make the environme nt better. In-depth annual environmental activities coverage is part of Toyota’s social and environmental initiatives. Toyota Company has been in support of SOS children villages’ mission to provide safe homes to thousands of children orphaned in the country. Toyota has also been a pivotal partner in the progressive development of the SOS children village from 2010 as a major part of the company’s corporate social responsibility program. Toyota Company has also made contributions to Mater Heart Run in 2012. This is the company’s fifth year in sponsoring a noble program aimed at helping children from poor families who are unable to afford the expenses of cardiac surgery. In other cases involving Toyota and its customers, the company’s public relations department helps the consumers to their satisfaction in case of crisis. Toyota also remains socially responsible and solves its customer related issues. For example, The Toyota’s public relation department has the mandate to handles customer complaints and grievances. When there was a Toyota Acceleration case crisis, Toyota tried to deny the existing problem and responded very slowly to the crisis. The Toyota Company had realized the problem much earlier but responded late. The public relations department of the distressed company could calm customers down neither. Toyota however never complied with the law and failed to notify the authorities of the technical problem. This led to the failure of Toyota failed in rectifying the manufacturing problem; thus, failed to restore its image as a customer safety oriented company (Rothaermel, 2013). Those held accountable for the crisis was the board for miscommunication and focusing on varying values and goals. The Japanese managers who failed to make quick decisions and confined information to them. However, after the crisis, Toyota initiated an effective way to manage the aftermath. It changed its motto and issued 4 letters to th e public apologizing for the problem within a span of one month. These effectively calm the customers down as they felt considered and understood. After the apology went through, Mr. Toyoda managed to resume the management of the company in order to show a refocus on the strategy and values of the company. Mr. Toyoda committed his personal time in his testimony to the United States House Committee on Oversight and Government reforms. The management of

Is the Philippines Truly Free

Is the Philippines Truly Free Essay In terms of fashion, culture and economy, however, we cannot say the same. The Filipinos still suffer from colonial mentality. Music, fashion, customs and tradition and products of foreign countries, especially the so-called stateside, are still being patronized by most Filipinos, especially the youth who unabashedly mimic foreign singers, artists, including their lifestyles not minding to spend lots of money just to be â€Å"in† with these foreign idols. Thousands of Pinoys are also dying to migrate to other countries. As a member of the Filipino youth of today I believe that I can somehow make the Philippines truly free by reversing the above negative attitudes. First, I will start from myself. I will think, talk and act like a true Filipino. I will live by the Filipino values like being polite and courteous, using â€Å"po†, â€Å"opo†, respect my parents, the elders and be fair to all. I will patronize Filipino made products so we can save the dollars of our country. I will visit and encourage visit to the local tourist spots. I shall lead by example by taking care of the environment. I will recycle plastics and use biodegradable trash as organic fertilizer. By doing so, we can boost our country’s economy and awaken the sense of nationalism in each and every Filipino. Not only will our country be appreciated by our fellow Filipinos, but also by foreigners locally and internationally. Lastly, I will keep myself informed of the current social and national issues so I can express my views thereon. I will encourage the youth to do the same so we can preserve the democracy in our country alive and help it move forward.

Existentialism in Catcher in the Rye Essays -- Catcher Rye Essays

Existentialism in Catcher in the Rye The Catcher in the Rye creates an existentialist out of Holden Caulfield by giving him a strong personal opinion, a different sense of view, and isolation. Holden's individuality and his different way of thinking creates within him an Existentialist that refuses to accept weakness but holds sympathy for the weak and vulnerable. The basis for these beliefs lies within the most commonly identifiable theme of existentialism, which states that the philosophy stresses the concrete individual existence along with the individual freedom and choice. It also stands on the idea of moral individualism, in which one must choose his own way without the aid of universal, objective standards. His views also coincide with those of many famous people who have shared the same ideas, including Pascal, Kierkegaard, and Nietzsche. The Catcher in the Rye demonstrates existentialism by having the main character, Holden Caulfield, isolate himself from a world full of "p...

Common Sentence Error

Common Sentence-level Errors The Run-On, The Comma Splice, The Fragment RUN-ON A run-on or fused sentence is two independent clauses that are not separated by any punctuation. Run-on:  Ã‚   Wearing a seatbelt is not just a good idea it's the law. Revision:   Wearing a seatbelt is not just a good idea; it's the law. Even if one or both of the fused sentences contain internal punctuation, the sentence is still a run-on. COMMA SPLICE A comma splice is the unjustifiable use of only a comma to combine two separate sentences. One should use either a period, a semicolon, or a coordinating conjunction and a comma to separate the two statements. ) Comma splice:   Wearing a seatbelt is not just a good idea, it's the law. Revision:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Wearing a seatbelt is not just a good idea; it's the law. =========================================== Both run-on sentences and comma splices may be corrected in any of the following ways: Run-on:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚   Tevon won the award he had the highest score. Comma splice:   Tevon won the award, he had the highest score. 1. Separate the sentences with a period. Tevon won the award. He had the highest score. 2. Separate the sentences with a comma and a coordinating conjunction (for, and, nor, but, or, yet, and so). o Tevon won the award, for he had the highest score. 3. Separate the sentences with a semicolon. o Tevon won the award; he had the highest score. If a conjunctive adverb like therefore, however, then, or consequently separates the two sentences, use a semicolon also. o I was unwilling to testify; however, I did it anyway. 4. Separate the sentences with a subordinating conjunction such as although, because, since, or if. Tevon won the award because he had the highest score. Page 2 SENTENCE FRAGMENT A fragment is an incomplete construction which may or may not have a subject and a verb. Specifically, a fragment is a group of words pretending to be a sentence. That gr oup of words may be — A phrase — A dependent Clause ——————————————————————— Fragment:  Ã‚   Traffic was stalled for ten miles on the freeway. Because repairs were being made on potholes. Revision:  Ã‚  Ã‚  Ã‚   Traffic was stalled for ten miles on the freeway because repairs were being made on potholes. ———————————————————————– Fragment:  Ã‚   It was an excellent movie; one that was nominated for an Oscar. Fragment:  Ã‚   It was an excellent movie. One that was nominated for an Oscar. Revision:  Ã‚  Ã‚  Ã‚   It was an excellent movie, one that was nominated for an Oscar. ————————â €”———————————————- Fragment:  Ã‚   Prospectors invaded the newly discovered territory. Some in wagons, some on horseback, and a few in heavily laden canoes.Fragment:  Ã‚   Prospectors invaded the newly discovered territory; some in wagons, some on horseback, and a few in heavily laden canoes. Revision:  Ã‚  Ã‚  Ã‚   Prospectors invaded the newly discovered territory, some in wagons, some on horseback, and a few in heavily laden canoes. NOTE: The above explanations coincide very well with Bedford’s explanations in Chapters 19 and 20. Please use this handout along with the above chapters in your Bedford Handbook as guides in studying for the quizzes and in eliminating fragments, run-ons, and comma splices from your sentences.