French Expressions Using Temps

French Expressions Using Temps The French word le temps actually implies time or climate and is likewise utilized in numerous colloquial articulations. Figure out how to state save time, work sharing, to interruption, and more with this rundown of articulations with temps. Potential Meanings of Le Temps time (yet not when reading a clock in French)weather(grammar) action word tense(music) beat(science) stage, stage Articulations With Temps le TempsFather Timele temps daccã ¨s (computers)access timele temps dantenneairtimele temps darrã ªtpause, haltle temps astronomiquemean/galactic timele temps atomiqueatomic timele temps composã © (grammar)compound action word tensele temps de cuissoncooking timele temps diffã ©rã © (computers)batch modele temps faibleweak beat, low pointle temps fortstrong beat, high pointle temps frappã © (music)downbeatle temps de guerrewartimele temps librespare timele temps littã ©raire (grammar)literary action word tensele temps mortstoppage, injury time; calm, slack periodle temps de paixpeacetimele temps de paroleair timele temps partagã © (computers)time-sharingle temps de present (photography)exposure/esteem indexle temps de rã ©actionreaction timele temps de rã ©ponseresponse timele temps de saignement (medicine)bleeding timele temps que subjunctiveby the time (that) basic pastle temps sidã ©ralsidereal timele temps straightforward (grammar)simple action word tensele temps solai re vraiapparent/genuine sun based timele temps surcomposã © (grammar)double-compound tensele temps universeluniversal timele temps de valsewaltz timeun adverbe de temps (grammar)adverb of time, transient adverbun bon temps (sports)good time/resultle complã ©ment de temps (grammar)complement of time, fleeting complementla concordance des temps (grammar)sequence of tensesle travail temps choisiflextime, flexitimele travail temps partagã ©job sharingsaccorder un temps de rã ©flexionto give oneself chance to thinkarriver tempsto come just in timeattendre quelque tempsto hold up a whileavoir du bon tempsto live it up, to have a decent timeavoir du temps devant soito have the opportunity to spareavoir le temps (de faire)to have time (to do)se donner du bon tempsto have fun, to have a decent timeã ªtre dans les tempsto be inside as far as possible, to be on time/time, to be alright for timeã ªtre de child tempsto take care of business/lady of his/her timefaire child tempsto serve one s time (in the military/prison), to have ones dayfaire un temps de Toussaintto have dim and miserable weathermarquer un temps darrã ªtto pausemettre du temps ( faire quelque chose)to set aside effort (to do something)passer le in addition to clair de child temps rã ªverto invest the majority of ones energy daydreamingpasser child temps ( faire)to invest ones time (doing)passer tout child temps ( faire)to invest all of ones time (doing)perdre du/child temps ( faire qch)to sit around idly/burn through ones time (doing something)prendre du bon tempsto have a good time, to have a decent timeprendre le temps de faireto discover/make time to dotravailler plein temps/temps pleinto work full-timetravailler temps partielto work part-timetuer le tempsto kill time Au temps pour moi !My mistake!Avec le temps, à §a sarrangeraThings will get themselves straightened out in timeã‡a remonte la nuit des tempsThat returns to the beginning of time, Thats as old as the hillsã‡a se perd dans la nuit des tempsIts lost in the fogs of timeCela fait passer le tempsIt spends the timeCela prend trop de tempsIt takes (up) an excess of time, Its also time-consumingCest un signe des tempsIts an indication of the timesCà ©tait le bon tempsThose were the daysCe home ni le temps ni le lieu deThis is neither the time nor the spot for/toComme le temps passe ! How time flies!Depuis le temps que je te le dis ! Ive let you know regularly enough!Donnez-moi le temps deGive me brief toIl a pris child temps ! He took as much time as is needed (about it)!Il est temps deâ infinitiveIts time toIl est/serait (excellent) temps que  subjunctiveIts (high) time thatIl à ©tait temps !About time! In the scratch of time!Il faut bien passer le tempsYouve got the opportunity to take a break somehowIl faut à ªtre de child tempsYou need to move with the timesIl faut donner/laisser du temps au tempsYou need to give these things timeIl home in addition to temps deThe time for ___ is overIl home que temps deIts high time toIl ny a pas de temps perdreTheres no an ideal opportunity to loseIl y an un temps pour tout (proverb)Theres an ideal time for everythingJe me suis arrã ªtã © juste le temps deI halted sufficiently long toLa jeunesse na quun tempsYouth doesnt lastPrenez votre tempsTake your timeQuel temps fait-ilâ ? Hows the weather?Quels temps nous vivons !What times we live in!Le temps cest de largent (proverb)Time is moneyLe temps est venu deThe opportunity has arrived to, its time toLe temps home in addition to oà ¹Gone are the days whenLe temps perdu ne se rattrape jamais (proverb)Time and tide hang tight for no manLe temps presseTime is shortLes temps ont bien changà ©Times have changedLes temps sont durs !Times are hard!Vous avez tout votre tempsYou have constantly on the planet/a lot of time/all the time you need deux/trois tempsin twofold/triple time tempsin time temps perduin ones extra timeau bon vieux tempsin old fashioned daysces derniers tempslately, recentlyces temps-cithese daysces temps dernierslately, recentlycombien de tempshow much timedans lancien tempsin the bygone daysdans le bon vieux tempsin old fashioned daysdans ce temps-lat that timedans les derniers temps detowards the end ofdans un deuxiã ¨me tempssubsequentlydans les meilleurs tempsâ (sports)among the b est timesdans mon jeune tempsin my more youthful daysdans peu de tempsbefore longdans un chief tempsat first, to begin with, the first phasedans quelque tempsbefore long, in a (bit) whiledans le tempsin the days of yore, previously, formerlyde mon tempsin my dayde tout tempssince the start of timede temps autrefrom time to time, each now and thende temps en tempsfrom time to time, each now and thendepuis combien de tempsfor to what extent, for what amount of time, since whendepuis quelque tempsfor some time, its been some time sincedepuis le temps queconsidering to what extent, in all the time that, its been quite a while sincedu temps que tu y esâ (informal)while youre at iten ce temps-lat that timeen ces temps troublã ©sin these/those pained timesen deux temps, trois mouvementsâ (informal)in twofold time, rapidly, before you could state Jack Robinsonen peu de tempsin a short timeen temps et en heurein due courseen temps et lieuin proper way, at the best possible time (and place )en temps normalusually, under ordinary circumstancesen temps opportunat the fitting timeen temps ordinaireusually, under typical circumstancesen temps utilein due timeen temps vouluin due timeen un temps oã ¹at a period whenentre temps, entre-tempsmeanwhile, in the meantimehors du tempstimelessil y a lover tempsfor a long timeil y a combien de tempsâ ? to what extent ago?les jeunes de notre tempsyoung individuals todayun moteur 4 temps4-stroke engineun ordinateur exploitã © en temps rã ©elreal-time computerpar les temps qui courentthese days, nowadayspar temps clairon a crisp morning, in clear weatherpendant ce temps(- l)meanwhile, in the meantimepeu de temps avant/aprã ¨sshortly previously/afterla plupart de child tempsmost of ones timela plupart du tempsmost of the timepour un tempsfor a whileles premiers tempsat first, in the beginningtout le tempsall the time

Communication in business Essay Example | Topics and Well Written Essays - 1750 words

Correspondence in business - Essay Example on of the privilege to aggregate bargaining’ (UN Global Compact, work); the above guideline depends on the ‘ILO Declaration on Fundamental Principles and Rights at Work’ (UN Global Compact, work). The other standard tended to in this letter is the ninth Principle: ‘businesses ought to support the turn of events and dissemination of earth cordial technologies’ (UN Global Compact, condition); this rule depends on the Rio Declaration on Environment and Development (UN Global Compact, condition). Both these standards ought to be improved over the association. The firm’s existing practices as to work and condition could be summed up as follows: ‘a) consistent improvement of the preparation programs gave to its representatives, b) advancement of honesty over the association, c) accentuation on the self-improvement of representatives, d) advancement of development †urging representatives to chip away at imaginative projects’ (General Electric, Careers, 2010). Our proposals as to the arrangement of the firm’s rehearses with the UN Global Compact spotlight on the accompanying issues: a) ramifications of these strategies for the business, b) the positive and negative of the business as additionally of different associations on comparable practices, c) the dangers of these approaches for the firm’s partners. Under these terms, we propose that the accompanying measures ought to be taken all together for the standards of UN Global Compact †as portrayed above †to be effectively actualized in the Local Network: I. Current type of aggregate bartering utilized over the association ought to be rebuilt; accentuation ought to be given to the improvement of HR the executives arrangements that would concentrate on the requirements of every representative †alluding to an individualized HRM-based methodology (Edwards 2004, 7338); additionally, ‘gaining a haggling advantage over unions’ (Klasa et al. 2009, 421) should turn into a need among the firm’s HR approaches; the firm’s existing HR

Employment Miracle

Employment Miracle Are you having trouble finding a job? Dont give up!  Gabriel graduated but couldnt find a job for over a year. Follow his story below to find out what valuable advices he received from his mother and what miracles he received.  Gabriel left his seat and walked the length of his room pondering over what to do about his unemployment status. He’s been at home now for a year after graduating last February and has not been able to apply for the many job vacancies he had come across because their requirements were rather too high.He has no work experience yet but a majority of the adverts demanded a minimum of 3 years. ‘Will I ever gain employment?’ was a disturbing question hidden down within his soul. He’s been studying an advert for a ‘customer service officer’ at a telecom company but the job specification was bizarre; ‘5 years work experience; 35 to 45 age range; masters is an added advantage’ and so on.He had managed part of his father’s business while he was still alive and was quite good at helping out confused customers to access the services they needed. How was he going to communicate that in his cover letter as work experience? He’s 24 and only has a first degree. Different thoughts ran through his mind prompting him to tell lies. Returning to his seat, he was going to fabricate lies as advised by a colleague to construct a cover letter that would meet all the requirement, but just when he was going to press the keyboard, his conscience smote him, reminding him that the biblical Joseph did not refuse to yield to Potiphar’s wife because he respected her husband rather because he feared to sin against God.As he sat reading through other job adverts, his mother walked in. “Hey baby, you look depressed” she said, pulling a seat next to him. “Gab, never give up; don’t you ever stop applying; keep on at it until there be no more adverts. Only yield not to temptation for I can say assuredly that just as Mordecia was remembered by t he King, even so will God put in the heart of an employer to remember you.”“Mum, I found a vacancy that suits my experience but the academic qualification and years of experience demanded are too high.”“No baby, they ain’t high; it’s a thing of the mind. Change your mind set. You know what? Applying for such positions give employers the impression that one is courageous and that’s a plus in itself. It tells them you would dare to take on herculean tasks. So go ahead and apply. Never go for job offers that meet all your qualifications for such are low paying, less innovative nor satisfying rather, go for the big fish.”After much encouragement, Gabriel applied for the position and three weeks later while he washed his mother’s car, his phone vibrated when a text message found it.“Hello Gabriel? You are being invited for an interview for the position you applied for at ADSE telecommunications this Thursday. Check your email for more info but please confirm you will be coming.”On reading that, he developed mixed feelings. This is the first time he’s been invited for an interview but then when he thought of his chances, his heart died. Ceasing from washing, he went inside to show his mum the text.“Baby, I can read your mind; the fears, doubts, anxiety etc but all that are not necessary. Guess what your first step should be?”“I don’t know, mum.”“Confirm that you will be there,” she said looking into his eyes.“Mum!!!”“You heard me, baby. Reply the text straight away.”Letting out a deep breath, Gabriel replied the text. “What’s next mum?”“God, that all. You’ve done your part, full stop. Go read around the duties of a customer care manager and leave Him with the rest.”On getting to the venue three days after, he realized that he was the only interviewee not gorgeously dressed. Seeing the multitude that showed up for the interview, his heart began to race. Not long after he sat down, a lass walked up to him.“Pl ease, can I help you?”“I came for the interview.”“Are you sure? You’re not putting on a suit,” she asked.Shocked by the question, “I don’t have one,” he managed to say.“Hmmm, let’s hope you don’t get turned back by the panelists,” she said wearing a sardonic smile. Gabriel’s frustrations grew worst but then his mother’s faith in him was quite comforting. Looking through the crowd, his eyes met with those of a lad who approached him. Taking a seat next to him, “did you come with a letter?”“What letter?”“A note from an influential person; a politician, governor or minister to support your candidacy?”“I don’t know any.”“That’s rather strange; you don’t come for such interviews without a letter from the crème de la crème.”Just as fear was going to envelop his heart, he remembered his mother’s words, God keeps away flies from the tailless cow.Observing the file that the young man held in his hand, “what did you bring with you? ” Opening his folder, “I came with the best of everything I could lay my hands on. My masters degree certificate, PhD certificate; scholarship award certificates and those of the volunteering and short courses I have undertaken. Lastly, a letter from a senator who happens to be a family friend.”On hearing that, Gabriel excused himself and went to the gents. Staring at his image in the mirror, he held his thin file against his chest. Remembering the Lord’s words, he whispered a word of prayer daring to trust in His everlasting arms.“Gabriel Matthews,” a clerk came out to call. On entering the room, Gabriel found a set of mean looking men and women that formed the panel.“Take your seat, please,” a lady asked him looking through a set of thick bottles hanging loose over her eyes. After the introduction, she threw in the first question. Gabriel was white, not sure where in the world to find the answers. The second question did not leave him any better. Next, the panelist s began to laugh, “are you here for the interview?”Pulling him together after being knocked off, he managed to nod, “yes.”As their eyeballs searched his body length, he was reminded that they were checking out on his dressing. “Weren’t you thought to borrow or steal or buy a cheap suit and tie when going for an interview?”Not sure he knew what next to do, “excuse me Sirs and Mas, can I ask for a 5 minutes break?”“Why?”“I want to have a short prayer.”On hearing that, they bursted to laughter. “You think that would help? You should have fasted for forty days and nights before coming but anywhere, permission granted.”Gabriel hurried to the gents again and staring at himself in the mirror, he wept. Perceiving that an explanation for his red eyes could be demanded, he quickly washed his face and brought out from his pocket, a Gideon bible, searching the psalms. The young lion do lack and suffer hunger but they that seek the Lord shall not want any good thing .Closing it, he whispered a word of prayer and returned to the room. On seeing him, the panelists resumed their laughter but just as they were going to throw him another question, an elderly man walked in.“Hello everyone,” he greeted as he took his seat. “I’m sorry for joining this late. I had lots of things to sort out at home.”“It’s ok sir,” the panelists echoed; a gesture that made Gabriel suspect he probably was the CEO of the company.“How many persons have been interviewed already?”“Six, sir.”“That’s fine. Guess what? Barca caned Bayer Leverkusen yesterday. I’m so happy.”“Boss, you and football,” a male panelist teased him.“Oh, what’s life without the game,” the CEO replied laughing. “I’m sure this gentleman is a Barca fan, ain’t you?” He asked looking at Gabriel. Responding to the question, Gabriel nodded.“I knew it. So how many goals did Lionel Messi score?”“Five.”“Brilliant, you must be smart. These are the kind of persons we need in this company. You can go now,” he told Gabriel who left the room not sure if he was in a trance.Two days later, Gabriel received a text asking him to resume work in 2 weeks time. Reading the message, he ran to show his mother who on reading for herself embraced him.“Mum, I can’t believe this. What’s the place of football in a customer care manager’s interview?”“Baby, God doesn’t look far nor does he use strange things to bless us rather, he uses what we already have or know to give us what we want. If he could make an ass speak so as to save Balaam’s life, how much more using football. It can be that simple when God is in it.”Author:  Ifeanyichukwu Special thanks to Ifeanyichukwu for writing this story for AcademicTips.org!

Sustainable Fashion - 1324 Words

Sustainable Fashion: A Growing Need For Eco-Friendly Clothing Abstract Every consumer is probably aware that the products they purchase have some kind of effect on the environment. However, the average person does not know that the textile and clothing manufacturing industry has one of the greatest. Sustainable fashion is part of a growing design philosophy which some brands and designers are taking into consideration. The goal of this trend is to create textiles and garments in terms of an environmental responsibility. There are many ways that this can be achieved, but there are many key factors that every consumer should be aware of. Sustainable Fashion: A†¦show more content†¦As of right now only a small percentage of wool is produced organically, but the interest is strongly growing. Another great concern of wool manufacturing is the intensive use of water, energy and chemicals used to clean the greasy wool fiber. Wool required hot water to process and the cleaning produces a grease sludge that contains a high pollution index. An organic solvent would be a more appropriate approach in cleaning raw wool because it can be reclaimed and recycled (Kadolph, 2010). Artificial, manmade fibers also take on toll on the environment. Synthetics like nylon and polyester are produced from petrochemicals and are non-biodegradable. Petroleum based products are very detrimental to the environment. The production of nylon creates nitrous oxide which is a greenhouse gas that is 310 times more potent then carbon dioxide (Challa, 2012). The production of these synthetics also uses vast amounts of water and energy. Rayon is an artificial fiber made from wood pulp, which may seem more environmentally friendly, but still has negative effect on the environment. Even though rayon is created from a natural substance, it is still treated with harmful chemicals such as caustic soda and sulfuric acid. 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Among them, some of the art students who want to venture intoRead MoreThe Technological Side Of Fashion2188 Words   |  9 Pagesimpacted on the way that people lived their lives. Until this very day aspects of society are continuously changing especially in the world of fashion. The fashion industry is constantly evolving especially both technological and economical aspects. The technological side of fashion has emerged greatly with technology like 3D printers becoming common for fashion brands to use when creating new garments. For example during the winter of 2015 the high street brand Topshop collaborated with Wonderluk, a

Smartphone Industry Financial Analysis - 3204 Words

A Financial Analysis of the Smartphone Industry Maria Thompson Jared Fowler John Froman Michael Collingsworth Emily Barnes Emily Pounders Robert Crittenden The University of North Alabama September 23, 2011 A Financial Analysis of the Smartphone Industry The industry of Smartphones is rapidly growing. Through our analysis, we have seen companies that have taken advantage of this rapid growth and some that have only experienced moderate growth. Through comparative analysis of financial statements, such as the income statement and balance sheet and the use of various ratios, we have analyzed the difference between seven companies in the smartphone industry. Upon close look at certain growth trends and common size ratio†¦show more content†¦In this same year, Alcatel reported an operating income loss of $409.49 million. This is significantly better than the loss of $7,474.58 million they reported at the end of 2008. Alcatel has reported losses in operating income for four out of five years which resulted in Alcatel’s operating income growth being negative as well. Motorola has also had consistent poor operating income growth with a negative four out of the five years. Nokia, Motorola, Hewlett-Packard, and Dell, all had operating margins in the single digits, from 4.00% to 9.00%. Research in Motion had a 23.29% margin. Research in Motion actually had a better operating margin than Apple for three of the past five years. Research in Motion could be using a cost cutting strategy to be able to compete in the market. Most of these companies were in other aspects of the electronics industry before venturing into the Smartphone segment. As a result, their marketing division hasn’t caught up the marketing exposure that Apple has. Net Income Growth The Net Income category has Apple leading with $14.01 million in 2010. 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Communication and Presenting Information Free Essays

What is active listening? Active listening is a person’s ability and willingness to listen and understand. Often we people talk to each other. We might not listen at a time because lack of attentiveness, which can distract the speaker. We will write a custom essay sample on Communication and Presenting Information or any similar topic only for you Order Now In way active listening can be called as responding to another person that develops mutual understanding. Active listening is process in which the listener paraphrases in its own words what the speaker had said to confirm or clarify of accuracy of the message. Active listening involves listening with your head and your heart; that is, you listen to the content of the message but also the feelings behind the message. The skill of active listening involves paying attention with empathy to the listener, as opposed to distracted denying, cynical or ostrich behavior. New session leaders of alcoholics anonymous meetings are advised to’†¦. Take cotton form your ears and put it in your mouth’. (Hogan, 2000) Listening can wrongly be viewed as a passive activity; the speaker talks and the listener listen’s. The listener is silent and passive and the speaker is active and verbal. When the speaker finishes its talking, the assumption is that the message has been accurately received by the listener, with no observation participation or effort active listening statement. â€Å"The most basic of all human needs is the need to be understood†. (Fujishin,1997) Listening does not mean just have sit with the mouth shut stirring at the person. A dead body can do that. It is an active process which requires participation to understand fully the meaning of a communication. Listening actively involves clarifying, paraphrasing, giving feedback. Paraphrasing: state in your own word what the speaker had said in the talk. It is sign of good listening. It keeps the listener busy trying to understand and know that other person means rather than blocking. Clarifying: it goes along with paraphrasing. It means asking questions until the listener get the correct picture. In order to understand fully what the speaker said. Clarifying assist the listeners to sharpen its listening focus so that the listener hears more than vague generalities. Giving Feedback: feedback is what active listening depends on. After paraphrasing and clarifying the listener gives an example what had been said and hopefully understands it. This is the point at which the listener can talk about reaction. In freely way the listener share its thought, felt or sensed. Active listening is really one of the mostly physical and mentally challenging aspects of facilitation. Listening sometime does not come easy for some people not because they are not willing to listen but because they are not able to do so. Actually their mind does not come up with the total picture because some people see the world in one dimension. This inability to listen using both side of the brain can cause misinterpretation, miscommunication and miscalculation. As a result the listener with in ability could not be able to deal with logic of a relationship and also with the emotional component. Therefore this unbalanced use of brain often results in the inability of the listener understand all the essential signs form the person speaking. Therefore active listening require usage both side of brain. Unfortunately there are few people who are able to understand this fact who instead see this skill in one reflecting use of the both side of brain. Taking holistic approach toward listening requires special discipline or rules on the part of the listener. The basis reason is that many listeners tend to fall into their own comfort zones by in taking what they want to hear and skipping rest of the important data and facts. As a result hearing selectively can lead to incorrect conclusion of data and information. Listening is like art were there are opportunities for huge errors. â€Å"This information is taken from the Source: Kliem (2007) â€Å"Effective Communications for Project Management† CRC Press Feature of active listening Active listening motivates the person to listen carefully which eventually motivates the speaker to talk effectively. Active listening helps the speakers to identify that whether the listener is taking afford to understand thing with any distraction and helps the listener to clear their doubt and revert back the message to the speaker in order to give idea that he as understood. The distraction is big treat while listening and speaking, were the listener forgets the point or get miss leaded about speaker’s talk or message, were as speaker also gets frustrated and won’t put his best effort. The active listener use both side of brain. They see the skill as one reflecting the use of the right or left side of the brain. The left side of the brain highlights facts, organizational, logical reasoning and thinking and discipline and accuracy in thought. It is extremely goal and analysis oriented. Active listening exclusively from this viewpoint can result in ignoring the important emotional message of the speaker: for example the importance on calculating metric is left brain activity. Focusing on scheduling and cost performances index as a measure of success is a prime example of left brain thinking. The right side of the brain highlights emotional and sensory view. Imaging and imagining are two quiet actions of this side of the brain. The importance is on nonverbal communication and impulsive behavior. Active listening from this view point can result in ignoring or skipping the important data and fact and being influenced by the speaker. Most common example of active listening is boards meeting of the company were each directors or shareholders as listener listen actively because every decision raised in the company is important and should be planned in order to achieve objective and goals. BARRIERS OF ACTIVE LISTENING â€Å"Man inability to communicate is a result of his failure to listen effectively, skillfully and with understanding to other human beings†. Carl roger,1850) The biggest barrier of the active listening is the unconscious nature of the process. When we listen to take in information from all of our sense continuously and for which automatic we give a meaning to what we take in. Responding without thinking for the first is easy, as there are some people who use very little of their full listen ing capacity because they do not intentionally put their full energy into it. However there are barriers to listening beside the environmental barriers. Some of the common see barriers are: Negative and positive trigger: there are certain words, sound, phrases; gesture that can draw out an emotional response from the person. A positive trigger is phrases or word that produces a good feeling for the listener and negative trigger is a phrase or word that produces feeling such as anger. The trigger causes when a person reacts before for thinking. The listener just by hearing few words has a preprogrammed understanding and response because the trigger cuts off the information gathering actions of the senses and can show the way to greatly mistaken estimation. This trigger interferes with the listeners listening because the listeners immediately change their attention to the emotions that they are experiencing. Any effective listener can identify their own trigger in order to gain their conscious control of their action and listen more effectively. ?Difference in word definition: No two people have same meaning for the words or phrase. These differences in meaning can lead to misinterpreting and misunderstanding. A responsible person first check with the speaker and helps groups builds up harmony on the definition of important words and phrases. Personal issues: every person has important personal issues beside the work life. Sometimes these issues want a huge attention and take a lot of energy which make the person tough to actively listen at some moment. A Responsible person first observes the effect of the personal issues and then takes time to deal with them. When it is time to listen, they intentionally remind themselves to use active listening process. For example a manager who is going through break up found it difficult to listen during board meeting. But his boss was supportive and understanding; however at that moment the manager should put his personal matters at a side and meet his obligations of the organization. ?Poor physical surroundings: poor physical surrounding involves Noisy, distracting or uncomfortable places and situation make it hard to listen and also make it difficult to focus on what the speaker is explaining. ?Tiredness: it becomes difficult to listen actively when a person is tried. Active listening requires active or alert mind and energetic body to considerate. A student in order to be active listener should get good night sleep before attending the early morning lecture so that the student considerate without any tiredness. ?Filter: Your beliefs, values, assumption, expectation, past experiences and interest all these things interfere with active listening. There are subtle and thus are hard to detect. For instant, think as if your enemy sitting beside you, eventually you will be thinking some else rather that listening to the speaker. Importance’s of active listening Active listening is an important skill that can bring changes in people. Changes as such in attitude toward themselves and others and also bring changes in your vital value and physical philosophy. People who contain active listening skill are more emotionally mature, less defensive, have more experiences, more independent and less demanding. The people who listen sensitively tend to listen themselves with more care so they are make clear about what they are thinking and feeling. Some of common Importance of active listening is: ? It helps you to focus on one task without any distraction and enable you to get clear picture of what speaker try to explain. It helps you to develop your interest in listening and keep you active and alert. ?It keeps you way from misinterpretation and misunderstanding of idea of other person because understanding other person is very difficult. ?It helps to develops trust between listener and speaker. It isn’t very often an individual is given the opportunity to share what’s really on his mind or deep in his heart without be attacked and rescued. This is one of the most important rewards of actively listening for understanding where the speaker trusts you. Conclusion Listening well is an essential component of every successful person. Active listening takes a lot of energy and very irritating to mirror every statement during conversation. At some extend, it can drive person crazy. A person should keep active listening for those occasions when the person require clarifying the speaker’s message, the speaker want to feel understanding of listeners. Active listening just encourages a person to set aside the trouble of self talk, in order to get mixed up with what the others are relating and to experience totally what they feeling. You will be shocked to discover that when you focus on your speaker rather than yourself, it become far easier for you to think of things to say. As said by Fritz Perls â€Å"the pictures of the world do not enter us automatically, but selectively. We don’t see, we look for, search, scan for something. We don’t hear all the sounds of the world, we listen†. References 1. Hoppe(2007) â€Å"Active Listening: Improve Your Ability to Listen and Lead† London Publisher: Center for Creative Leadership 2. Ivey , Bradford Ivey Zalaquett (2009) â€Å"Intentional Interviewing and Counseling: Facilitating Client Development in a Multicultural Society† Publisher: Cengage Learning 3. Jones (2008) â€Å"Introduction to Counselling Skills: Text and Activities† Publisher: SAGE Publications Ltd. 4. Moyet(2005) â€Å"Understanding the nursing process: concept mapping and care planning for students† Publisher: Lippincott Williams Wilkins 5. Weaver Farrell (1997) â€Å"Managers as facilitators: a practical guide to getting work done in a changing workplace† Publisher: Berrett-Koehler Publishers 6. Fujishin(2007) â€Å"Creating effective groups: the art of small group communication† Publisher: Rowman Littlefield 7. Kliem(2007) â€Å"Effective Communications for Project Management† Publisher: CRC Press 8. McKay, Davis Fanning (2009) â€Å"Messages: The Communication Skills Book† Publisher: New Harbinger Publications 9. Spencer Pruss (1997) â€Å"The professional secretary’s handbook† Publisher: Barron’s Educational Series 10. Farrell Weaver (2000) â€Å"The Practical Guide to Facilitation: A Self-Study Resource† Publisher: Berrett-Koehler Publishers 11. Garner(1997) â€Å"Conversationally speaking: tested new ways to increase your personal and social effectiveness† Publisher: McGraw-Hill Professional 12. http://www. gordontraining. com/artman2/uploads/1/ActiveListening_RogersFarson. pdf (accessed 6 august 2009) How to cite Communication and Presenting Information, Papers

The 2008 Financial Crisis Causes and Consequences

Introduction Credit crisis is a term that has been coined to describe the situation whereby accessibility of loans or credit finance becomes limited due to their unavailability. It is a trend that results to financial institutions reducing the amount of loans that they can disburse to clients irrespective of increased interest rates that they can charge on such loans (Turner). Advertising We will write a custom essay sample on The 2008 Financial Crisis: Causes and Consequences specifically for you for only $16.05 $11/page Learn More Credit crisis is said to occur when the relationship between interest rates and credit loans being disbursed are heavily skewed, or when there is a general reduction of loans available in spite of increased demands. Ideally the relationship between interest rates and available financial credit is such that increased interest rate in the market means that financial institutions are willing to increase lending in order to incre ase profits. Foster and Magdoff Perspective of 2008 Financial Crisis Foster and Magdoff theory that attempts to explain the 2008 financial crisis attributes it to broader factors of monopoly finance capitalism which is a function of a phenomenon that they refer as stagnation which is a characteristic of mature capitalist systems. Generally credit crisis can be triggered by any of the various factors in the financial sector or combination of several such factors. There are mainly five reasons that directly affect financial institutions loans and which in extension can trigger a credit crisis. One of the reasons is anticipated fall in value of collateral assets that are used by creditors to obtain loans from banks (Graham 2008). In this case the financial institutions become reluctant and unwilling to give out loans that are secured by such assets where all indications points to their market values plummeting. Other reasons could be sudden exogenous adjustment in regulation by centra l bank that touches on lending requirements by banks or which elevates reserve requirements (Graham). The central bank might also trigger credit crunch through regulations that intend to tightly control financial institutions lending. In such instances the banks usually respond by enacting measures that prevent their loss or transfer their operating risks to the creditors usually through increased interest rates of loans or reduction in lending. However these factors alone cannot by their own trigger credit crunch, more often credit crisis is caused by an array of factors that combine together over a long duration of time. While Foster and Magdoff recognize these as causal factors that contributed to the 2008 financial crisis, they argue that by and large the major reason that greatly contributed to the financial meltdown was the stagnant nature of the current capitalist system. Foster and Magdoff describe mature capitalist system as â€Å"stagnant† because of its monopolis tic nature that is caused by few corporations that dominates and control most of the available capital flow (Fostor and Magdoff). Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When this happens as it has been taking place since the 1980s less capital becomes available for investment in economic sectors that are most in need while the real capital becomes restricted and unavailable, this outcome is what Foster and Magdoff also attributed to the occurrence of financialization. The implication of this unbalanced excessive capital availability to particular players creates demands for investment opportunities that offer high returns; this is where the evils of monopoly-finance capital begin. The resulting scenario is massive injection of liquid capital in very questionable investment initiatives which Foster and Magdoff says includes bankrolling of wars abroad as a way of investment at the e xpense of other sectors which are integral in economic growth. This form of capitalism is undesirable and dangerous according to Foster and Magdoff since it is unsustainable in the long run mainly because it ceases to become a â€Å"freely competitive system† which is an underlying feature of all â€Å"young capitalism† systems as described by Marx’s theory (Foster and Magdoff). Because all forms of mature economies eventually leads to stagnations which ultimately causes credit crisis, the system that mature capitalism has created is reliance on various financial bubbles that are designed to counter the problem of credit crunch but which ends up crumbling and therefore exposing the inherent weaknesses of this system. These financial bubbles are the final stages in a chain reaction process that is rooted in the monopolistic capitalist system that Foster and Magdoff attribute to the â€Å"casino economy† because of the resulting effects that saw working c lass families loose trillions of US dollars in the aftermath of the financial crisis. Causes of Financial Explosion The hallmarks of a credit crunch usually include extensive sustained losses by lenders caused by sloppy and hasty lending policies over given period of time. Sometimes it is due to plummeting of collateral assets that were used to secure loans which substantially lose value overnight as it happened to the United States housing industry. When this happens the bank sustains huge losses caused by loss in value of the assets. The implications that follow are two parts: the bank has no adequate loan reserve that they can continue disbursing to future consumers, and two despite the availability of loans the banks becomes timid and cautious towards future lending.Advertising We will write a custom essay sample on The 2008 Financial Crisis: Causes and Consequences specifically for you for only $16.05 $11/page Learn More This becomes the early sta ges of a credit crisis since availability of loans get scarce and associated interest rates shoots up through the roof. The next phase of credit crisis is limited lending and inaccessibility of the loans by consumers and lack of funds in general that virtually affect every other sector of the economy triggering what is then referred as economic recession (Turner). However the effect of a credit crisis last for sometime only depending on the extent of loans that were disbursed by the banking industry and the extent in which the losses can be absorbed assuming the banks affected were not many. The global credit crisis that is just ebbing away has its roots in United States banking system, more specifically as a result of lending towards mortgage housing and credit lending in general. The credit crisis did not only result to worldwide financial crisis but also caused slowed economic growth of the world’s largest and leading economy that eventually triggered global recession tha t started around as early as 2006 (Turner). In 2005 the United States housing industry flourished and reached its peak in terms of value and business bustle, by then the banking industry had aligned their lending funds towards this end as a result of the positive and sustained growth in the housing industry. By the time in what is now referred as housing bubble busted most banking institutions have invested significant amounts in the housing industry that had accumulated over time in a sort of loose credit lending. The aftermath was increased mortgage payment defaults and foreclosures on existing loan repayment that was taking place on large scale. The other cause is the amount of mortgage that borrowers had obtained that were purely for speculative purposes and therefore for investment only. By 2006 the number of mortgage and houses that had been secured as investment options were approximately 40% of all the total houses in the market (Turner). This was the main factor that great ly contributed to the housing surplus that made their price fall. Another cause was the securitization, a term that is used to describe a practice where bank can transfer the value of the mortgage to their investors and therefore continue to obtain further funds to lend to borrowers (Turner). Ideally the bank is supposed to hold on the mortgage as security until it is paid in full or forfeited, this way additional funds cannot be secured until such time when any of the two outcomes occur.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However securitization system allowed banks to continue pumping funds to an already saturated sector while hoodwinking investors to believe housing industry to be thriving by transferring mortgage agreements to them. In the process the banks were able to ease the lending terms and lower rates due to availability of funds in a bid to disperse as much funds as possible and therefore make profits. The lending conditions to borrowers were even questionable verging on illegal practices, figures released by Federal Reserve indicates that 47% of borrowers did not make any down payment of the mortgages as required by law (Turner). Over time borrowers were not required to provide evidence of income nor employment as should usually be the case, instead banks focus was on credit score which depended mainly on the amount that a borrower had in the bank beside other factors. Limitation of Foster and Magdoff Analysis of Global Crisis The analysis of the 2008 financial crisis in the book The Grea t Financial Crisis offers great comprehensive and in depth insight of the nature of the present monopoly capitalist system. To achieve this, the authors provide detailed analysis of various financial figures such as GDP, unemployment rates, income levels and so on that are very convincing. However what this analysis lacks is a global perspective since almost the entire analysis is based on US economy; despite the fact that financial crisis originated from US economy a more broad analysis would have generalized this findings and explained the origin of financial crisis beyond the US perspective. Works Cited Foster, J. Magdoff, F. The Great Financial Crisis: Causes and Consequences. New York: Monthly Review Press. 2008. Print Turner, Graham, Turner. The Credit Crunch: Housing Bubbles, Globalisation and the Worldwide Economic Crisis. London, UK: Pluto Press. 2008. Print. This essay on The 2008 Financial Crisis: Causes and Consequences was written and submitted by user Adriana V. 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.

Complete Guide to Fractions and Ratios on SAT Math

Complete Guide to Fractions and Ratios on SAT Math SAT / ACT Prep Online Guides and Tips You likely had your first taste of working with fractions sometime in elementary school, though it's probably been a while since you've had to deal with how they shift, change, and interact with one another. To refresh, fractions and ratios are both used to represent pieces of a whole. Fractions tell you how many pieces you have compared to a potential whole amount (3 red marbles in a bag of 5, for example), while ratios compare pieces to each other (3 red marbles to 2 blue marbles) or, more rarely, pieces to the whole amount (again, 3 red marbles in 5 total). If this sounds complicated to you right now, don’t worry! We will go through all the principles behind fractions and ratios in this guide. If this seems easy to you right now, definitely check out the practice problems at the end of the guide to make sure you have mastered all the different kinds of fraction and ratio problems you’ll see on the test. The SAT likes to present familiar concepts in unfamiliar ways, so don’t let your mastery of fractions lead you to make assumptions about how you’ll see fractions and ratios on the test. No matter how comfortable you are (or are not) with fractions and ratios right now, this guide is for you. Here, we will go through the complete breakdown of fractions and ratios on the SAT- what they mean, how to manipulate them, and how to answer the most difficult fraction and ratio problems on the SAT. This Guide This guide is seperated into two distinct categories- everything you need to know about fractions and everything you need to know about ratios. For each section, we will go through the ins and outs of what fractions and ratios mean as well as how to manipulate and solve the different kinds of fraction and ratio problems you'll see on the SAT. We will also breakdown how you can tell when an SAT problem requires a ratio or a fraction and how to set up your approach these kinds of problems. At the end, you will be able to test your knowledge on real SAT math questions. The more you prep for the SAT, the more your brain can be Swiss-army-knife-ready for any question the test can throw at you. What are Fractions? $${\a \piece}/{\the \whole}$$ Fractions are pieces of a whole. They are expressed as the amount you have (the numerator) over the whole (the denominator). A pizza is divided into 8 pieces. Kyle ate 3 pieces. What fraction of the pizza did he eat? He ate $3/8$ths of the pizza. 3 is the numerator (top number) because he ate that many pieces of the whole, and 8 is the denominator (bottom number) because there are 8 pieces total (the whole). Math is always more fun when it's delicious. Special Fractions A number over itself equals 1 $3/3=1$ $10/10=1$ $(a+b)/(a+b)=1$ A whole number can be expressed as itself over 1 $5=5/1$ $22/1=22$ $(a+b)/1=a+b$ 0 divided by any number is 0 $0/17=0$ $0/(a+b)=0$ There is one exception to this rule: $0/0=\undefined$. The reason for this lies in the next rule. Any number divided by 0 is undefined Zero cannot act as a denominator. For more information on this check out our guide to advanced integers. But for now all that matters is that you know that 0 cannot act as a denominator. Reducing Fractions If both the numerator and the denominator have a common factor (a number they can both be divided by), then the fraction can be reduced. For the purposes of the SAT, you will need to reduce your fractions to get to your final answer. To reduce a fraction, you must divide both the numerator and the denominator by the same amount. This keeps the fraction consistent and maintains the proper relationship between numerator and denominator. If your fraction is $3/12$, then it can be written as $1/4$. Why? Because both 3 and 12 are divisible by 3. $3/3=1$ and $12/3=4$. So your final fraction is $1/4$ Now let's figure out how to perform the four basic math functions on fractions. Adding or Subtracting Fractions You can add or subtract fractions as long as their denominators are the same. To do so, you keep the denominator consistent and simply add the numerators. $4/15+2/15=6/15$ But you CANNOT add or subtract fractions if your denominators are unequal. $4/15+2/5=?$ So what can you do when your denominators are unequal? You must make them equal by finding a common multiple (number they can both multiply evenly into) of their denominators. In the case of $4/15+2/5$, a common multiple of the denominators 15 5 is 15. When you find a common multiple of the denominators, you must multiply both the numerator and the denominator by the amount it took to achieve that number. Again, this keeps the fraction (the relationship between numerator and denominator) consistent. Think of it as the opposite of reducing a fraction. To get to the common denominator of 15, $4/15$ must be multiplied by $1/1$ Why? Because 15*1=15. $(4/15)(1/1)=4/15$. The fraction remains unchanged. To get to the common denominator of 15, $2/5$ must be multiplied by $3/3$. Why? Because 5*3=15. $(2/5)(3/5)=6/15$. Now we can add them, as they have the same denominator. $4/15+6/15=10/15$ We can further reduce $10/15$ into $2/3$ because both 10 and 15 are divisible by 5. So our final answer is $2/3$. Multiplying Fractions Multiplying fractions is a bit simpler than adding or dividing fractions. There is no need to find a common denominator- you can just multiply the fractions straight across. To multiply a fraction, first multiply the numerators. This product becomes your new numerator. Next, multiply your two denominators. This product becomes your new denominator. $1/4*2/3=(1*2)/(4*3)=2/12$ And again, we reduce our fraction. Both the numerator and the denominator are divisible by 2, so our final answer becomes: $1/6$ Special note: you can speed up the multiplication and reduction process by finding a common factor of your cross multiples before you multiply. $1/4*2/3$ = $1/2*1/3$. Why? Because both 4 and 2 are divisible by 2, we were able to reduce the cross multiples before we even began. This saved us time in reducing the final fraction at the end. So now we can simply say: $1/2*1/3=1/6$. No need to further reduce- our answer is complete. Take note that reducing cross multiples can only be done when multiplying fractions, never while adding or subtracting them! It is also a completely optional step, so do not feel obligated to reduce your cross multiples- you can simply reduce your fraction at the end. Dividing Fractions In order to divide fractions, we must first take the reciprocal (the reversal) of one of the fractions. Afterwards, we simply multiply the two fractions together. Why do we do this? Because division is the opposite of multiplication, so we must reverse one of the fractions to turn it back into a multiplication question. ${2/3}à ·{3/4}$ = $2/3*4/3$ (we took the reciprocal of $3/4$, which means we flipped the fraction upside down to become $4/3$) $2/3*4/3=8/9$ But what happens if you need to divide a fraction by a whole number? If a cake is cut into thirds and each third is cut into fourths, how many pieces of cake are there? *** We start out with $1/3$ of a cake and we need to divide each third 4 more times. Because 4 is a whole number, it can be written as $4/1$. This means that its reciprocal is $1/4$. $1/3à ·4$ = $1/3*1/4=1/12$ Our denominator (the whole) is 12. This means there will be 12 pieces total in the cake. Decimal Points Because fractions are pieces of a whole, you can also express fractions as either a decimal point or a percentage. To convert a fraction into a decimal, simply divide the numerator by the denominator. (The / symbol also acts as a division sign.) $4/5$ = 4/5 = 0.8 Sometimes it is easier to convert a fraction to a decimal in order to work through a problem. This can save you time and effort trying to figure out how to divide or multiply fractions. If $j/k=32$ and $k=3/2$, what is the value of $1/2j$ ? *** As you can see, there are two ways to approach this problem- using fractions and using decimals. We’ll look at both ways. If you were to use fractions, you would set up the problem as a fraction division problem. $k=3/2$ So $j/k=j/{3/2}$ $j/{3/2}$ = $j*2/3$ (remember, we take the reciprocal when we divide) So our full problem looks like this: $2/3*j=32$ Now we must divide 32 by $2/3$ in order to bring it over to the other side and isolate j. This means we need to take the reciprocal yet again. So ${32}/{2/3}$ = $32*3/2=96/2=48$ $j=48$ Now, for the final step, we must take $1/2$ of j. (Note: to "take $1/2$" is the same thing as multiplying by $1/2$.) $48*{1/2}=48/2=24$ Our final answer is 24. Alternatively, we could save ourselves the headache of using fractions and reciprocals and simply use decimals instead. We know that $k=3/2$. Instead of keeping the fraction, let us convert it into a decimal. $3à ·2=1.5$ So $k=1.5$ $j/k=32$ $j/1.5=32$ When you multiply both sides by 1.5, you get: $j=(32)(1.5)=48$ $j=48$ And ${1/2}j={1/2}(48)=24$ So again, our final answer is 24. Percentages After you convert your fraction to a decimal, you can also turn it into a percentage (if needed). So 0.8 from can also be written as 80%, because 0.8*100=80. A pie chart is a useful way of showing relative sizes of fractions and percentages. This shows just how large a fraction $7/10$ (or 70%) truly is. Mixed Fractions Sometimes you may be given a mixed fraction on the SAT. A mixed fraction is a combination of a whole number and a fraction. For example, 7$3/4$ is a mixed fraction. We have a whole number, 7, and a fraction, $3/4$. You can turn a mixed fraction into an ordinary fraction by multiplying the whole number by the denominator and then adding that product to the numerator. The final answer will be ${\the \new \numerator}/{\the \original \denominator}$. 7$3/4$ (7)(4)=28 28+3=31 So your final answer = $31/4$ You must convert mixed fractions into fractions in order to multiply, divide, add, or subtract them with other fractions. In this problem, we began with 5 gallons of water and we ended with 2$1/3$. We must figure out how many gallons we used. 5−2 $5-2{1/3}$ First, let’s get our mixed fraction into a regular fraction. 2$1/3$ = ${[(2*3)+1]}/3={7/3}$ $5/1-7/3$ Now, we need to give each fraction the same denominator. We'll do this by converting $5/1$ into a new fraction with a denominator of 3. $5/1*3/3=15/3$ Finally, we can find the difference between the amounts. $15/3-7/3=8/3$ So we have used up $8/3$rds of the water. Now let’s count how many times the pail was emptied to use up that $8/3$rds of the total water. If you count the dots, the pail was emptied 8 times (the first dot does not count as a time it was emptied- that is merely our starting point). Because the same amount of water was removed each time, we must divide our emptied water by 8. ${8/3}à ·{8/1}$ = $8/3*1/8$ We can now either reduce the cross-multiples (because this is a multiplication problem), which would give us: $8/3*1/8$ = $1/3*1/1$ $1/3*1/1=1/3$ Or we can multiply through and then reduce afterwards: $8/3*1/8=8/24$ $8/12=1/3$ Either way, our final answer is $1/3$; each trip removed $1/3$ of a gallon of water from the tank. Now that we've broken down all there is to know about SAT fractions, let's take a look at their close cousin- the ratio. This shape is called the "golden ratio" and has been studied for thousands of years. It has applications in geometry, nature, and architecture. What are Ratios? Ratios are used as a way to compare one thing to another (or multiple things to one another). If Leslie has 5 white socks and 2 red socks, the white socks and the red socks have a ratio of 5 to 2. Expressing Ratios Ratios can be written in three different ways: A â€Å'to â€Å'B A:B $A/B$ No matter which way you write them, these are all ratios comparing A to B. Different Types of Ratios Just as a fraction represents a part of something out of a whole (written as: ${\a \part}/{\the \whole}$), a ratio can be expressed as either: aâ€Å'part:a â€Å'different â€Å'part OR aâ€Å'part:theâ€Å' whole Because ratios compare values, they can either compare individual pieces to one another or an individual piece to the whole. If Leslie has only 5 white socks and 2 red socks in a drawer, the ratio of white socks to all the socks in the drawer is 5 to 7. (Why 7? Because there are 5 white and 2 red socks, so together they make 5+2=7 socks total.) Some of the many uses of ratios in action (in this case, the ratios are- a part: a different part). Reducing Ratios Just as fractions can be reduced, so too can ratios. Kyle has a stamp collection. 45 of them have pictures of daisies and 30 of them have pictures of roses. What is the ratio of daisy stamps to rose stamps in his collection? *** Right now, the ratio is $45:30$. But they have a common denominator of 15, so this ratio can be reduced. $45/15=3$ $30/15=2$ So the stamps have a ratio of $3:2$ Increasing Ratios Because you can reduce ratios, you can also do the opposite and increase them. In order to do so, you must multiply each piece of the ratio by the same amount (just as you had to divide by the same amount on each side to reduce the ratio). So the ratio of 4:3 can also be $4(2):3(2)=8:6$ $4(3):3(3)=12:9$ And so on. Marbles are to be removed from a jar that contains 12 red marbles and 12 black marbles. What is the least number of marbles that could be removed so that the ratio of red marbles to black marbles left in the jar will be 4 to 3? *** Right now, there are an equal amount of marbles, so the ratio is 12:12 (or 1:1) We know that we have an end ratio of 4:3 that we want to achieve and that each side of the ratio has to be multiplied (or divided) by the same amount to keep the ratio consistent. We want to remove as few marbles as possible, so let us imagine that 4:3 is a reduced ratio. That means we need to see how many total marbles the reduced ratio of 4:3 could possibly be. So both 4 and 3 have to be multiplied by the same amount to maintain their ratio and yet achieve a higher number of total marbles than just their 7 (4+3=7). We can see that 12 is divisible by 4, so the red marbles could conceivably remain unchanged in order to get a new ratio of 4:3. $12/4=3$ Because 4 can go evenly into 12, this will give us the fewest amount of marbles taken away. Because the 4 is multiplied 3 times to get 12, we know that both 4 and 3 must be multiplied by 3 to keep a new ratio of 4:3 consistent. To find the new number of black marbles, we take 3*3=9. The new amount of black marbles has to be 9. And because our red marbles remain the same (12), we must take only 3 marbles away from the total number of marbles (Why? Because 12â€Å' blackâ€Å' marbles−3 â€Å'blackâ€Å' marbles=9â€Å' blackâ€Å' marbles) So our final answer is 3, we must take 3 black marbles away to get a new ratio of 4:3 of red marbles to black marbles. Finding the Whole If you are given a ratio comparing two parts (piece:anotherâ€Å'piece), and you are told to find the whole amount, simply add all the pieces together. It may help you to think of this like an algebra problem wherein each side of the ratio is a certain multiple of x. Because each side of the ratio must always be divided or multiplied by the same amount to keep the ratio consistent, we can think of each side as having the same variable attached to it. For example, a ratio of 4:5 can be: $4(1):5(1)=4:5$ $4(2):5(2)=8:10$ And so on, just as we did above. But this means we could also represent 4:5 as: $4x:5x$ Why? Because each side must change at the same rate. And in this case, our rate is $x$. So if you were asked to find the total amount, you would add the pieces together. $4x+5x=9x$. The total amount is 9x. In this case, we don’t have any more information, but we know that the total must be divisible by 9. So let’s take a look at another problem. Teyvon has a basket of eggs that he is going to sell. There are two different kinds of eggs in the basket- white and brown. The brown eggs are in a ratio of 2:3 to the white eggs. What is NOT a possible number of eggs that Teyvon can have in the basket? A) 5 B 10 C) 12 D) 30 E) 60 *** In order to find out how many eggs he has total, we must add the two pieces together. So 2+3=5 This means that the total number of eggs in the basket has to either be 5 or any multiple of 5. Why? Because 2:3 is the most reduced form of the ratio of eggs in the basket. This means he could have: $2(2):3(2)=4:6$ eggs in the basket (10 eggs total) $2(3):3(3)=6:9$ eggs in the basket (15 eggs total) And so forth. We don’t know exactly how many eggs he has, but we know that it must be a multiple of 5. This means our answer is C, 12. There is no possible way that he can have 12 eggs in the basket. Now that we are armed with knowledge of fractions and ratios, we must follow the right steps to solve our problems. How to Solve Fraction, Ratio, and Rational Number Questions Now that we have discussed how fractions and ratios work indivisually, let's look at how you'll see them on the test. When you are presented with a fraction or ratio problem, take note of these steps to find your solution: #1: Identify whether the problem involves fractions or ratios A fraction will involve the comparison of a $\piece/\whole$. A ratio will almost always involve the comparison of a piece:piece (or, very rarely, a piece:whole). You can tell when the problem is ratio specific as the question text will do one of three things: Use the : symbol, Use the phrase "___ to ___† Explicitly use the word "ratio† in the text. If the questions wants you to give an answer as a ratio comparing two pieces, make sure you don’t confuse it with a fraction comparing a piece to the whole! #2: If a ratio question asks you to change or identify values, first find the sum of your pieces In order to determine your total amount (or the non-reduced amount of your individual pieces), you must add all the parts of your ratio together. This sum will either be your complete whole or will be a factor of your whole, if your ratio has been reduced. A total of 120,000 votes were cast for 2 opposing candidates, Garcia and Pà ©rez. If Garcia won by a ratio of 5 to 3, what was the number of votes cast for Pà ©rez? (A) 15,000 (B) 30,000 (C) 45,000 D) 75,000 (E) 80,000 *** As you can see, our ratio of 5 to 3 has been greatly reduced (neither of those numbers is in the tens of thousands). We know that there are a total of 120,000 votes, so we need to determine the number of votes for each candidate. Let’s first add our ratio pieces together. 5:3 = 5+3=8 Because 8 is much (much) smaller than 120,000, we know that 8 is not our whole. But 8 is the factor of our whole. ${120,000}/8=15,000$ So if we think of 15,000 as one component (a replacement for our variable, $x$), and Garcia and Pà ©rez have a ratio of 5 components to 3 components, then we can find the total number of votes per candidate. G:P=5:3 = $5x:3x$ 5*15,000=75,000 3*15,000=45,000 So Garcia earned 75,000 votes and Pà ©rez earned 45,000 votes. (You can even confirm that this must be the correct number of votes each by making sure they add up to 120,000. 75,000+45,000=120,000. Success!) So our final answer is C, Pà ©rez earned 45,000 votes. #3: When in doubt, try to use decimals Decimals can make it much easier to work out problems (as opposed to using fractions). So do not be afraid to convert your fractions into decimals to make life easier. #4: Remember your special fractions Always remember that a number over 1 is the same thing as the original number, and that a number over itself = 1. If $h$ and $k$ are positive numbers and $h+k=7$ then ${7-k}/h=$ (A) 1 (B) 0 (C) -1 (D) $h$ (E) $k-1$ *** Here we have two equations: $h+k=7$ and ${7-k}/h$ So let us manipulate the first. $h+k=7$ can be re-written as: $h=7−k$ (Why? We simply subtracted $k$ from either side) So now we can replace the $(7−k)$ from the second equation with $h$, as the two terms are equal. This leaves us with: $h/h$ And we know that any number over itself = 1. So our final answer is A, 1. Now, let's put your knowledge to the test! Test Your Knowledge #1: Flour, water, and salt are mixed by weight in the ratio of 5:4:1, respectively, to produce a certain type of dough. In order to make 5 pounds of this dough, what weight of salt, in pounds, is required? (A) $1/4$ (B) $1/2$ (C) $3/4$ (D) 1 (E) 2 #2: #3: Which of the following answer choices presents the fractions $5/4$, $4/3$, $19/17$, $13/12$, and $7/6$ in order from least to greatest? (A) $19/17$, $7/6$, $13/12$, $4/3$, $7/6$, $5/4$ (B) $4/3$, $5/4$, $7/6$, $19/17$, $13/12$ (C) $13/12$, $7/6$, $19/17$, $5/4$, $4/3$ (D) $19/17$, $13/12$, $5/4$, $7/6$, $4/3$ (E) $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ Answers: B, D, E Answer Explanations: #1: This question is a perfect example of when to find the whole of the pieces of the ratio. Flour, water, and salt are in a ratio of 5:4:1, which means that the whole is: $5x+4x+1x=10x$ So $10x$ is our whole. We want 5 pounds of the recipe, so we must convert $10x$ to 5. $10x=5$ $x=1/2$ Our variable is $1/2$ . Now, we are looking for the amount of salt to use when we started out with $1x$. So let us replace our $x$ with the value we found for it. $1x$ $1(1/2)$ $1/2$ This means we need $1/2$ a pound of salt to make 5 pounds of the mixture. Our final answer is B, $1/2#. #2: For this question, we must find a non-zero integer for t in which $x+{1/x}=t$, where $x$ is also an integer. We know, based on our special fractions, that the only possible way to get a whole number in fraction form is to have our demoninator equal 1 or -1. This means that x cannot possibly be anything other than 1 or negative 1. (Why? If x were anything else but 1, we would end up with a mixed fraction. For example, if x=2, then we would have: $2+{1/2}$. If $x=3$, we would have: $3+{1/3}. And so on. The only way to get an integer value for $t$ is when $x=1$.) So let us try replacing our $x$ value with 1. $x+{1/x}=t$ $1+{1/1}=2$ $t=2$ Well, $t$ could possibly equal 2, but this is not one of our answer choices. So now let us replace $x$ with -1 instead. $x+{1/x}=t$ $-1+{1/-1}=-2$ t=−2 Success! We have found a value for $t$ that matches one of our answer choices. Our final answer is D, $t=−2$ #3: For a problem like this (one that has you order fractions by size), it is usually a good idea to break out the decimals. But we will go through how to solve it using both methods of fractions and decimals. Solving with decimals: To solve with decimals, simply divide each numerator by its denominator to get the decimal. Then, order them in ascending order (as we are told). $5/4=1.25$ $4/3=1.333$ $19/17=1.12$ $13/12=1.08$ $7/6=1.16$ We can see here that the order from least to greatest is: 1.08, 1.12, 1.16, 1.25, 1.33 Which, converted back to their fraction form is: $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ So our final answer is E. Alternatively, we can solve using fractions. Solve using fractions: Let us find a common denominator between all the numerators. A quick way to do this is by multiplying the two largest numerators together. (It may not be the least common denominator, but it'll do for our purposes.) $17*12=204$ Now let's make sure that the other denominators can go evenly into 204 as well. $204/6=34$ $204/4=51$ $204/3=68$ Perfect! Now let us convert all of our fractions. $5/4={5(51)}/{4(51)}=255/204$ $4/3={4(68)}/{3(68)}=272/204$ $19/17={19(12)}/{17(12)}=228/204$ $13/12={13(17)}/{12(17)}=221/204$ $7/6={7(34)}/{6(34)}$ Now that they all share a common denominator, we can compare and order their numerators. So, in ascending order, they would be: $221/204$, $228/204$, $238/204$, $255/204$, $272/204$ Which, when converted back to their original form, is: $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ So again, our final answer is E. I think a nap is in order- don't you? Take-Aways Fractions and ratios may look tricky, but they are merely ways to represent the relationships between pieces of a whole and the whole itself. Once you know what they mean and how they can be manipulated, you’ll find that you can tackle most any fraction or ratio problem the SAT can throw at you. But always remember- though ratios and fractions are related, do not get them mixed up on the SAT! The vast majority of the time, the ratios they give you will compare parts to parts and the fractions will compare parts to the whole. It can be easy to make a mistake during the test, so don’t let yourself lose a point due to careless error. What’s Next? You've conquered fractions and you've decimated ratios and now you're eager for more, right? Well look no further! We have guides aplenty for the many math topics covered on the SAT, including probability, integers, and solid geometry. Feel like you're running out of time on the SAT? Check out our article on how to finish your math sections before time's up. Don't know what score to aim for? Make sure you have a good grasp of what kind of score would best suit your goals and current skill level, and how to improve it from there. Angling to get an 800 on SAT Math? Look to our guide on how to get a perfect score, written by a perfect SAT scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands 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:

Architecture of the Rich and Famous in Palm Springs

Architecture of the Rich and Famous in Palm Springs Mid-Century or Midcentury? Any way you spell it (and both are correct), the modern designs of world class architects from the middle part of the 20th century continue to define Palm Springs, California. Nestled in the Coachella Valley and surrounded by mountains and deserts, Palm Springs, California is only a few hours drive from the bustle and tinsel of Hollywood. As the entertainment industry enveloped the Los Angeles area during the 1900s, Palm Springs became a favorite getaway for the many starlets and socialites who were making money faster than they could spend it. Palm Springs, with its abundant year-round sunshine, became a refuge for a game of golf followed by cocktails around the swimming pool - a fast-lane lifestyle of the rich and famous. The 1947 Sinatra House, with a swimming pool shaped like a grand piano, is but one example of the architecture from this period. Architectural Styles in Palm Springs The building boom in the United States after World War II enticed LA architects to Palm Springs - architects go where the money is. Modernism had taken hold throughout Europe and already immigrated to the US. Southern California architects adapted ideas from the Bauhaus movement and the International Style, creating an elegant yet informal style that is often called Desert Modernism. As you explore Palm Springs, look for these important styles: Desert ModernismArt ModerneSpanish EclecticGoogieTiki Fast Facts: Palm Springs Every year Modernism Week celebrates the many mid-century modern houses in Palm Springs, located about 100 miles (2 hours) east of Los Angeles, California.Original settlers were Cahuilla Native Americans, called Agua Caliente or hot water by Spanish explorers.California became the 31st state in 1850. U.S. surveyors first described the area of palm trees and mineral springs as Palm Springs in 1853. John Guthrie McCallum (1826-1897) and his family were the first white settlers in 1884.The Southern Pacific Railroad completed an East/West line in 1877 - the railroad owned every other square mile surrounding the tracks, creating a checkerboard of property ownership seen today.Palm Springs became a health resort, its mineral springs a sanitorium for the treatment of tuberculosis.Palm Springs was incorporated in 1938. Singer/celebrity Sonny Bono was the 16th Mayor of Palm Springs from 1988 to 1992.As early as 1919, Palm Springs was used as a ready-made set for many Hollywood silent movies. It quickly became a playland for people in the movie industry, because of its proximity to LA. Even today Palm Springs is known as The Playground of the Stars. Architects of Palm Springs Modernism Palm Springs, California is a virtual museum of Mid-Century Modern architecture with possibly the worlds largest and best-preserved examples of elegant homes and landmark buildings constructed during the 1940s, 1950s, and 1960s. Here is a sampling of what youll find when visiting Palm Springs: Alexander Homes: Working with several architects, the George Alexander Construction Company built more than 2,500 homes in Palm Springs and established a modernist approach to housing that was imitated throughout the United States. Learn about Alexander Homes. William Cody (1916-1978): No, not Buffalo Bill Cody, but the Ohio-born architect William Francis Cody, FAIA, who designed many homes, hotels, and commercial projects in Palm Springs, Phoenix, San Diego, Palo Alto, and Havana. Check out the 1947 Del Marcos Hotel, the 1952 Perlberg, and the 1968 St. Theresa Catholic Church. Albert Frey (1903-1998): Swiss architect Albert Frey worked for Le Corbusier before moving to the United States and becoming a Palm Springs resident. The futuristic buildings he designed launched the movement that became known as Desert Modernism. Some of his must-see buildings include these: 1949-1963 (with Robson Chambers): Tramway Valley Station1957 (with John Porter Clark, Robson Chambers, and E. Stewart Williams): Palm Springs City Hall1963: Frey House II1963-1965 (with Robson Chambers): Tramway Gas Station, now the Palm Springs Visitors Center John Lautner (1911s of his work in Palm Springs include: 1968: The Arthur Elrod House1979: The Bob and Delores Hope House Richard Neutra (1892-1970): Born and educated in Europe, Austrian Bauhaus architect Richard Neutra placed dramatic glass and steel homes in rugged California desert landscapes. Neutras most famous home in Palm Springs are these: 1937: Grace Lewis Miller House, the winter home of the St. Louis socialite1946: Kaufmann House, the same Kaufmanns who commissioned Frank Lloyd Wright in 1935 to build Fallingwater in Pennsylvania Donald Wexler (1926-2015): Architect Donald Wexler worked for Richard Neutra in Los Angeles, and then for William Cody in Palm Springs. He partnered with Richard Harrison before establishing his own firm. Wexler designs includes: 1961-1962: Steel Development Houses constructed by the Alexander Construction Company1961-1962: The Royal Hawaiian Estates, tiki style condominium complex in Palm Springs1965: Palm Springs Airport Original Terminal Building Paul Williams (1894-1980): Los Angeles architect Paul Revere Williams designed more than 2000 homes in southern California. He also designed: 1937: International Style clubhouse for the Tennis Club on Baristo Road, Palm Springs1954: Lucille Ball and Desi Arnaz home E. Stewart Williams (1909-2005): The son of Ohio architect Harry Williams, E. Stewart Williams built some of Palm Springs most significant buildings during a long and prolific career. Must-see: 1947: House for Frank Sinatra1954: The Edris House1960: Coachella Valley Savings and Loan (now Washington Mutual)1963: Tramway Upper Station1976: Palm Springs Desert Museum (now the Palm Springs Art Museum) Lloyd Wright (1890-1978): Son of the famous American architect Frank Lloyd Wright, Lloyd Wright was trained in landscape design by the Olmsted brothers and worked with his famous father developing the concrete textile block buildings in Los Angeles. Lloyd Wrights projects in and near Palm Springs include: 1923: Oasis Hotel, a distinctive Art Deco building with a 40-foot tower. Desert Modernism Near Palm Springs: Sunnylands, 1966, in Rancho Mirage, by architect A. Quincy Jones (1913-1979) Travel to Palm Springs for the Architecture As the center of Mid-Century Modernism, Palm Springs, California hosts many architecture conferences, tours, and other events. Most famous is Modernism Week held in February each year.   Several beautifully restored hotels in Palm Springs, California recreate the experience of mid-twentieth century living, complete with reproduction fabrics and furnishings by major designers of the period. The Chase HotelStudio rooms that recreate the 1950s.The Orbit InTwo sister inns, the Orbit In and the Hideaway, with a retro flair.RendezvousNostalgic 1950s theme rooms and gourmet breakfasts. Hotel History and DetailsLHorizon HotelDesigned by William Cody in 1952. Hotel History and DetailsThe Movie Colony HotelDesigned by Albert Frey in 1935. Hotel History and DetailsThe Monkey Tree HotelA 16-room restored boutique hotel designed in 1960 by Albert Frey. Sources History, City of Palm Springs, CA

Nurses and the Affordable Care Act Coursework Example | Topics and Well Written Essays - 250 words

Nurses and the Affordable Care Act - Coursework Example For instance, through this legislation, the government intends to encourage nursing education and mitigate shortages of nursing professionals in many of its states offering them with loan facilities as well as the opportunity to get a proportion of their loan cancelled. According to Wakefield (2010), the legislation also offers a wider opportunity for deserving nurses to appear in leadership positions within the sector. In the words of Davis, Abrams and Stremikis (2011) too, â€Å"the Affordable Care Act invests $1.5 billion over 2011–2015 for the National Health Service Corps to provide scholarships and loan forgiveness for primary care physicians, nurse practitioners, and physician assistants practicing in health professional shortage areas.† Applying the above discussed facts of Affordable Care Act, it becomes apparent that the government is taking realistic and effective measures to encourage participation of nurses in almost every sphere of the healthcare sector in America. This would help in dealing with the major issues prevalent in the domain. At the onset, it will address the long-lasting inhibition amid the nurses that they lack adequate opportunities to be in the leadership position of the industry. On the other hand, it is expected to ensure diversity as well as uniformity in the trend of delivering nursing services to the population in rural areas of the nation, apart from those regions suffering from shortage of these professionals. Therefore, with greater growth opportunities and financial aids, it gets justified that the new legislation serves with a greater voice and diverse set of choices to the nurses influencing the future of these professionals as a group as well as

Cause marketing costs Essay Example | Topics and Well Written Essays - 250 words

Cause marketing costs - Essay Example However, there are emerging issues even as multinational companies seek to maximize profits. Corporate social responsibility, international labor law, ethical issues and level competitive ground are the realities that companies have to address. Owing to the relatively tight competition in different industries, for-profit companies have to embrace non-price competitive strategies. Reconciling the increasing cost of production and profit margin explains the redefinition of value chain process. The source of the product does not matter in the current society as long as the brand is known. The companies are majoring on marketing and brand quality. Exploiting technology differences, labor and input factor cost variations across countries has become useful in surviving by the companies(Cullen & Parboteeah, 2014). Public image of the company is closely related to its product brand and this can be evidenced in the market size scramble by firms of the same products like Nike, Puma and Adidas among others in the sports and apparel industry. It can therefore be noted that globalization has restructured the socio-economic and political behavior of people which is reflected in the companies’ competitive trend and consumer

Assessment Of Housing And Health Inequalities Sociology Essay

Assessment Of Housing And Health Inequalities Sociology Essay Introduction There is a long history of research into the effect of socioeconomic factors and deprivation on health. The spatial dimension where people live is a major determinant of health inequalities, for example in terms of marked variations in life expectancy ( Mitchell et al 2005). One socioeconomic variable, the type of housing that people can afford to live in, is obviously related to income. Hence housing is thought to be one of the determinants of a persons overall health and wellbeing in terms of both physical and psychological. Fuel poverty can be defined as an individual being not capable of affording those resources to keep them in warm condition. Boardman (1991) defined fuel poverty as the inability of a household to acquire energy sources such as heating by using 1o percent of their household income. While the department of energy and climate change approach the same description of fuel poverty as a household to be in fuel poverty in case it needs to spend more than 10 percent of its income on fuel or on heating for sufficient warm ( 21 degrees for the main living area, and 18 degrees for other in use rooms). The living standard and peoples health can be damage while living in cold and damp houses. There is the possibility that elderly, children and people with a long term illness and disability are more susceptible to fuel poverty. The department of energy and climate change classifies fuel poverty into three main categories. (Department of energy and climate change, Addressing Fuel Poverty). Poor condition of the energy efficiency in home High energy prices and its affordability. Low income status of the people Dr. Noel DL Olsen (2001) described that few people choose to live in cold damp homes that they cannot afford to heat well enough to protect their health. Yet for millions of British households this is the reality of poor quality housing, inefficient heating systems and inadequate building standards stretching back over generations. Aims: The aim of the study is to understand and mapping of housing and heath determinants and their relationship in fueling poverty in Salford area of Greater Manchester. Objectives: To understand basic factors of housing and health inequalities To understand how various housing and health inequalities fueling poverty To understand the relationship of various factors using statistical analysis Literature Review The literature review will described the basic description of health and housing inequalities. The condition of housing includes a collection of characters that are integral to the status and well being of a family. Housing on the other hand must be in a state of safe and well-mannered conditions to represent a family life. One of the most famous and influential sources here is John Snows study of clusters of cholera which were found to be caused by contaminated public water facilities in London (Hempel, 2007). This study will be important both in terms of its part in the then emerging field of public health, but also more recently as an illustration of the potential for GIS and spatial analysis techniques in that field. Other early works on the state of the emerging discipline of public health focused on the newly-industrializing slum communities of nineteenth century England. Manchester, the first industrial city, was a good example of this and accounts of the conditions there at that time have acquired totemic status. For example, Engels Conditions of the working class in England, (1987, originally published in 1844) formed part of the primary research which he and his colleague Marx used in their globally-influential economic and political analyses. One hundred and thirty years later, Roberts Classi c slum (1971) provided a first-hand account of someone growing up in Salford, the deprived area immediately to the North West of inner city Manchester, particularly the social and related health problems of its housing stock. However, although the relation between poor health and poor housing seems obvious because of the basic human need for shelter, Thomson et al (2001) comment in a systematic review of published literature of despite, or perhaps because of this intuitive relation, good research evidence is lacking on the health gains that result from investment in housing. Furthermore, Thomson et al (2001) described that there is also a lack of comparative information on the costs and effects of specific housing improvements, such as central heating or major refurbishment. It is this type of evidence that is likely to be most valuable to policy makers and housing providers. Large scale studies that investigate the wider social context of housing improvements and their comparative effectiveness and cost effectiveness are now required. Fuel Poverty Palmer et al. (2008) explained that single-person households in England are much more likely to be in fuel poverty than couples or larger families, their risk being twice as high as the next highest household type, lone parents (in 2005, 15% compared with 7%). This applies to working-age singles as well pensioner singles. Because of their relatively high risk, two-thirds of the households in fuel poverty in 2005 in England were single-person households even though only a quarter of all households were single-person households. Housing, Health and Adequate heating Boardman (1991) first described that fuel poverty are due to the causes of inability of adequate energy usage for adequate heating but on the same time Shortt and Rugkasa (2005) in their research explained that there is the complex relationship between other factors associated with the household such as income, adequate heating and how to use efficient use of the energy, in which case the failure occur when defining the fuel poverty. There has been an effect on person mental health due to poor and inadequate heating system. Poor housing and inadequate heating system lead to damp which causes most of the common health issues. The personal well being, mental health and physical health has been affected by damp conditions of a place. Such type of mental health effect on a person life has been suggested by Lowry (1991) describing that the psychological consequences of having scrape mould off your walls everyday are obvious. A relationship between ill health and poor housing It has been described by (Byrne et al., 1986) that impressive developments in housing sector were accompanied by the developments in health such as at younger age measured of the mortality or children growth and development and also by the declination in the occurrence of diseases associated with overcrowded houses and insanitary conditions. While Burridge and Ormandy (1993) described that there has been the revision of such relationship with in recent years. There is the declaration that due to the construction of as specific type of housing accommodation especially flatted, with no consideration to health criteria, without the needs of the prospective residents has had effects on health. Beside this ill health has been described as a physical manifesto which includes social and psychological effects. One of the local housing authority motivations and a aspiration for the improvement of working class health with the help of providing them with better housing, has resulted in recent decades new slums and health risks associated with it. Boardman (1991) said that people give priority to adequate heating, if they have sufficient income and therefore fuel poverty is a clear indicator of poverty. Whilst the concern is not necessarily true, it is reasonable to assume that most of those in poverty are restricted to the amount of fuel that they can purchase and thus are suffering from fuel poverty. Health and well being of older people is crucial in terms of adequate warmth in their homes, mainly to avoid winter deaths among them (Wilkinson, et al, 2001). Where as Bates et al, (2001) illustrated that for inadequate heating the central heating is not only the just the suggestion but it is in association with the deprivation. From the above reports there is the indication that there is a significant relationship between poor health and other poor housing factors such as dampness, moulds and poor heating or no heating provisions. Research Methodology: There are many research methods from which to choose for a typical research methodology. In the research methodology there is the following general discussion on the conducting of the research and some understanding of type basic concept of the qualitative and quantitative methods. There are many research methods from which to choose from. Research methods are the technique of investigation used to conduct a study. They include the use of questionnaires, interviews, participant observation or field work with the community being studied together with the interpretation of official statistics and historical documents and other techniques not so widely used. Generally there are three main methodologies. Qualitative methods Van Maanen (1983) defines qualitative methods as an array of interpretative technique which seek to describe, decode, and translate and other wise come to term with the meaning, not the frequency, of certain more or less naturally occurring phenomena in the natural world. Quantitative Methods Easterby-smith et al (1995) described four main ways of gathering of quantitative data: Interviews Questionnaires Tests/Measure Observation While they stress that the differences between quantitative and qualitative techniques is not always clear. Quantitative methodologies have an emphasis on the importance of basing research upon protocol and technique. In this piece of research the author will rely on quantitative methodology in the form of secondary data through various sources of database. These databases will include census data to perform the analysis and find out the results. The case study area: Salford, Greater Manchester Manchesters twin city, Salford, adjoins it across the River Irwell and shares much of its history. The wider Greater Manchester region is made up of ten metropolitan local authorities: Bolton Bury Manchester (City of) Oldham Rochdale Salford (City of) Stockport Tameside Trafford Wigan The metropolitan authority known as the City of Salford comprises 20 wards and has a population of 216,000. In this study GIS application will be used along with spatial analysis and statistical techniques to investigate the reality of fuel poverty in this area. This issue is important in policy terms because it seems likely to be a major problem for public health and hence for the economy because of the increasing proportion of elderly people in the population. Fuel poverty is worst among the oldest members of society, particularly those in deprived areas such as Salford. Areas like some parts of Salford also have a higher than average concentration of elderly people because younger people tend to leave the area to seek employment and training opportunities elsewhere. Data and methods The data on socio-economic conditions in Salford will be gathered along with the maps of the area using a variety of resources. Specifically, data on health, housing, family configuration and other conditions in Salfords wards were obtained from the 2001 Census via NOMIS. Maps were obtained from Ordnance Survey and other sources. Census data In the census, health will be chiefly covered by two questions. Firstly, responses confirm whether a person considers themselves to be in (a) good health, (b) fairly good health or (c) not in good health. Secondly, data will be the available on whether respondents suffer from limiting long-term conditions. Some other variables will be envisaged may affect peoples health in this region. These were: whether housing accommodation provided, or did not provide, central heating; whether people lived as part of a couple or lived alone; and whether people were economically active or inactive (i.e were/were not in work, education or training). Pollution data Data on local pollution will be downloaded from the UK Air Quality website (UK NATIONAL AIR QUALITY ARCHIVE,). This will demonstrate the relationship between health and pollution. Pollutants included Nox, No2 and PM10. Maps These will be obtained from EDINA Ordnance Survey for both the Greater Manchester area as a whole and Salfords constituent wards. Statistical analysis of the results The data will be analyzed using SPSS software, then using regression statistics to determine whether there is significance. The data will be modeled the extent to which health is affected by variables such as central heating, being economically active, living in a couple and so on. Map reports can be used to address the out come from the analysis of the geographical data. Regression analysis: In the following section there will be an analysis of results through regression analysis by using multiple variables. In SPSS a simple method Analyze. Regression. Linearà ¢Ã¢â€š ¬Ã‚ ¦.. in each case will be followed. There will be the selection of different criterion (dependent) and the predictor (independent) variables and will used the multiple regression model four times. Multiple regression analysis (MRA) is a useful method for generating mathematical models where there are several (more than two) variables involved. Multiple Regression analysis: the multivariate regression will be used for at least four times to analyze the relationship between various variable of housing and health inequalities. People in good health and unstanderised predicted variables. The multiple regressions will use run of people in good health as a dependent variable and various other in dependent factors as in a variable entered table.