Math Observations

Kindergarten Math Observations Mrs. moth miller, Antelope Elementary, Kindergarten Observed Wednesday (900am-1030am) 3/27/13 schoolroom rotation- children went from one room to the attached for separate subjects, also each(prenominal) themeing of kids had been evaluated and put into advanced, moderate, and standard trains. This was also known as tertiary level, 2nd level, and 1st level kids. Advanced chemical group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from break table to work table to comp permite different mathss correspondivities.Before starting their groups the instructor first went thru math skills they had learned the previous week (adding the dots on a ii sided domino). Then the teacher went on to this weeks concept (adding objects). She thusly read a story ab go forth a girl and a boy that wanted to see how galore(postnominal) magnets they had together. The girl had 3 black magnets and the boy had 2 hand magne ts. She and so had the children add up (count) the total amount of magnets on the climb on. She wherefore asked what they cerebration the math puzzle would be. They restate 3+2= 5.She then asked if every last(predicate) schoolchilds had unders tood why it was that and completely answered with either the sign language symbol for I understand or yes. Group 1- Played a version of math bingo. Used math problems to get a line what amount to put there morsel on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teachers assist). When kids began to struggle with problems for example like 3+4, the assistant slowed down the game and made veritable each student recognized that 3+4 was 7 and then to place their chip on seven.Group 2- This group was with the teacher. This group worked by dint of a worksheet paper with their teacher. The first side of the worksheet was a b by counting species. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents.Example problem (three nickels) 51015 = 15 cents The second side of the work sheet was drawing what the story was truism as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the near problem.Example problem Jamal has 3 blue squares and 2 green squares, d raw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made sure once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 1030 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom all over all.I surely liked the vogue her classroom had been set up with non just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and digit painting. I really liked that the students had been assessed into dif ferent levels of comprehension and was glad to see that most of them succeeded more in the nonintegrated math environments.I also liked that their math time had been split into two subgroups. I sight that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very foc utilize mildly behaved kids for kindergarteners.The students had no problem and truly looked like they enjoyed playing the Math Bingo. I spy Mrs. Joyce did not have to help them as much(prenominal) with adding the metrical composition together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor out problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and writing out the problem even though an additional factor had been added.Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by victimization its amount counting up to encounter how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little little foc usaged but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs.Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first ho w to put the numbers in rows. In Mrs. Millers group, or group number two, I noticed she didnt really focus on the writing of the problems to match the stories. I noticed that the kids didnt understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer.Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I go forth defini tely consider this strategy in my classroom. I comprehended when Mrs.Joyce took the time to show the students what their numbers should look like when in order by writing them on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would brook focus much easier and found coming up the answer much more difficult.I especially noticed that at one point on the await of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed ma jority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the pictures on the board.Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Millers kindergarten class were mostly positive and rewarding mother wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed Thursday ( 1000am- 1100am) 3/28/13 Classroom setupThe desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot woul d be placed with another student that didnt volunteer so much so as to make that student more willing to raise their hand and participate in discussion. The classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Dos and Donts on the wall.Examples touch good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go turn their card or switch their card from green to yellow or from yellow to red.On the board there was a tally system set for when the class as a group were not on task or not fallowing directions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a firm square.The students replied by saying 16 squares. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying 8 squares. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying 4 squares. The teacher then cut one fourth of the wh ole square in half and asked the students how many squares make up one eighth of the whole square. The students answered by saying 2 squares.Then the teacher asked how many eighths would check off in the whole square. The students replied by saying 8. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square control control grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned.Then when their squares had been approved, they were then supposed to choose one square they thought looked the opera hat and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and that they wrote one eighth on their pages as well. Summaries/Reactions Mrs. Shaffer, Metteer Elementary, troika grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs.Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students.I noticed that they really enjoyed sharing with their neighbo rs what they knew and I feel like this simple activity helped them to better know their class mates and induce as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency.Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the studen ts reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused.Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great bear while observing in Mrs.Shaffers classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. ordinal Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed Tuesday (930am-1030am ) 3/26/13 Classroom setup The classroom had its own computers, two wipe boards, and a task board. The Job Board included little pouches with each childs name on them and included job such as Lunch Helpers, news report Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters.The first one was a poster titled How to salve a good paper. It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and hold back reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had often of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign, . The students desks were all together in a hollow box shape with two desk partners in the center.Math That day Mr. Gappa was having the studen ts build a mummy tomb out of Banana and Apple boxes. He first asked the students how they should start. They started by finding the area of the Banana Boxes (Banana 10 ? 20 = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall.He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didnt know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes ( Apple 20 tall). The students then started to write down all the data on the board. Then Mr.Gappa went around the room devising sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr.Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction workers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom.This class was also the quietest sixth grade class Ive ever seen. Even Mr. Gappa spoke piano when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didnt even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week.I liked that when going over the data Mr. Gappa didnt just give the students the answers but made them figure them out on their own. This to me sh owed the unbowed attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he play was really old.He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well.

Marketing and Variable Cost Variances Essay

(a) Refer to the Kinkead templates provided on the unit website. usher (A) calculates the commercialise coat, market trade, sales mix, sales price and variable cost variances for each product and, Template (B) calculates the market size, market share, sales price, and variable cost variances for each product. Which analysis is most appropriate for Kinkead? A or B? Give reasons.Templete(b) What strategy is electrical meters and electric instruments pursuing? Dog, Cash cow, Star, or Question mark. Analysing the relationship between the BCG matrix and the product of Kinkead, market share and market growth are the considerable reason to measure. Kinkeads products are grouped into two main product lines which are electric meters(EM) and electric instruments(EI). First, for the EM product, according to template, the variance of the size of the market is unfavorable, the size of the market because their budget is 800000, but the actual market size of 650000, it does not implement the e xpectations. The EM market share difference to 0, with 10% constant of the actual and budgeted position, it will not change. Therefore, they are a cash cow.Therefore, EM is the Cash Cow. Additionally, the Kinkead has been a leading Australia firm, and EM is the older but still dominant technology. Followed by EI table EI of the variance of the size of the market for 374,464 budgets, the size of the market for 250,000, lower than the actual market size of 363,500, more than expected. The market share variance is 241,321 Unfavorable which has decrease from 10% to 8%. Therefore, EI is question mark. In addition, EIs future is uncertain, because from the case it says EI technology is unexampled and still experimental.(c) What aspects of performance are important for a product pursuing each of those strategies and which variances reflect those aspects of performance?(d) Critically evaluate the performance of the two divisions.

Investors Gain New Clout Essay

From the many problems now being experienced by the US in their preservation and the way they conduct their businesses, legislators and other groups be turning to new ways to improve the old system and pull Americas economy go forth of its slump. The latest among these moves is the move by the legislative to give shareholders more power and control in placing and ousting members of the board of directors. This move has become an issue referable to the shift in power in terms of whose interest is favored by the judgment. There are several different interests that exist in a company especially when individuals and groups within it make decisions.There are shareholder interests, employee interests, circumspection interests and stakeholder interests that conflict with each other. The current issue highlights the conflicts that arise between the interests of the management and the shareholders as intumesce as the different interests of the shareholders themselves. This is where the clash begins. On the maven hand, those who approve of the new ruling maintain that their interests are being upheld especially because they are the ones who invested in the business.This forwards their main interest of the organization succeeding in the long term because of the investments they have put into the business. While the previous ruling handicaps depressed shareholders, this new rule gives them voice through the go of proxy access as long as they have at least 3% of the compulsive stock. This lead enable them to express their dissent and dissatisfaction in the board members and oust them especially if they think that the actions of the board are not appropriate.On the other hand, the interests of the management, will be challenged by the new ruling and could result in problems in implementation and efficiency. While the constitutionality and the perceived negative effects of this ruling are contestable, one thing is clear big business that angered their investors wo uld go under pressure and could find themselves rethinking their strategies. A noticeable thing about this change is the unpatterned relativity on how democracy is perceived. Before the ruling, many directors served as the signing body for the chief executives and other high ranking officers they are tasked to oversee.This brings into light the apparent(a) control of CEOs and other executives regardless of how the owners of the company feel about their decisions. With owners finally having a measure of control to a fair and impartial opportunity to choose self-directed directors, many things are going to change in corporations starting with both the board and top management focusing, instead, on serving the interests of the shareholders as their priority. With the democratization of the shareholders as they are given more power, many in management will see such democratic procedures as a bane instead than the boon they have always perceived it to be.Business roundtables, in ord er to veil their attempts at skewing the corporate election processes to favor the corporation over material shareholder interests, have tried to stop such democratization of power within their systems. However, their efforts have recently been trumped by the proxy access rule. The new ruling has made corporate directors directly accountable to the actions of the company. This will result in (at least speculatively) the improvement of performances of the directors unless they want to be voted out of office and replaced by independent candidates chosen by the shareholders who are against their performance.This power is, however, a double-edged sword. Advancing the interests of shareholders who, among themselves, have different interests could prove to be an overly bureaucratic and cumbersome process where all sides would need to be appeased in order to incur no ones wrath and be dismissed from the position they have been holding. With as little as 3%holding shares, corporate directo rs will have many parties to appease, which will require them to be very dynamic and charismatic, as well as having an overall good performance, if they want to stay on the board.

Locke on the Social Contract Theory

Social Contract surmisal is a philosophy, which states that political and moral obligations of a person be rendered to him, upon an agreement between the ruler and the high society. This agreement governs both the ruler and the ruled society to act in accordance with one an new(prenominal). John Locke, along with Thomas Hobbes and Jean Jacques Rousseau, is one of the best known proponents of this theory, which emerged as one of the most influential political theories in the history of the Modern West. Social Contract Theory was an answer to reject the Divine Right Theory, which was used by kings and queens as their creation for their reform to rule.Lockes most important and influential writings are in his book, Two Treatises on Government. The outgrowth treatise in his writing is geared towards the rejection of Divine Right theory and the second treatise states Lockes own views on the justification for the civil judicature, which he entitled An Essay Concerning the True Origi nal Extent and End of polished Government.John Lockes Social Contract Theory held a positive view most valet nature. He argued that earthly concern have a gift of reason, and mans natural condition is a state of perfect and complete acquaintance wherein, humans live their lives at its best without interference from other people. People are assumed to be in equal footing with one another and are bound by the Law of Nature. This Law of Nature however is according to Lockes view is the basis of all morality, and gum olibanum must not extend to harm other peoples rights with regards to their life, health, liberty or possessions (Locke 2003).Further more, as his concept of commonwealth of Nature lacks civil creator amongst men and an entreaty to the Law of Nature allowing people to defend themselves. Because of this lack of authority, a war is likely to break out, thus proposition the reason to abandon the State of Nature and recognize a contract that shall in figure out form a authorities.This, as a result to mans having the ability to think rationally, humans submit themselves to a higher authority for the vindication of their rights. However, in Lockes Social Contract Theory, a rational individual will only agree to a government, with minimal and limited control, and a government that is controlled by the citizens. Because for Locke, the government can be easily lured to become restrictive, corrupt and abusive of functions, thus prompting the individuals to always retain some power over the government for the sake of exemption and equality.This issue concerning freedom has always been central to Lockes market government. Government must always employ the right croak of freedom and restrictions with it. For the people, their property and lives are their rational interests and their concept to form a government is geared towards the protection of these interests. Therefore, the people, although putting the security of their rights in the government, are still fearful of the governments potential power (The Social Contract).Thus, according to Locke, should the government cease to become responsive to its citizens, the government should be overthrown. They still set aside the right to revolt against their ruler if they realize that their ruler is no longer able to cater to their ineluctably and has been abusive and oppressive to the rights of man.Locke to a fault supported the idea of laissez-faire, wherein there will be limited government intervention for the market to be able to generate a prosperous civil society ground on individuals rational competition.Lockes version of the theory has played a vast role in the development of the Western politics, particularly in America. His social contract plus laissez faire, has also became the basis for market institutions.Lockes theory has been influential to the current reprehensible justice system, with property acting an essential role in the societys government and contract th at establishes it. With the State of Nature be itself chaotic when no one is bound to control the state of liberty for men, hence bringing about the State of War, and eventually creating the need to establish a contract between the ruler and the ruled society to enable people to rightfully defend their life and liberty. Thus, the need to protect their properties has prompted the people to abandon the State of Nature and form the social contract between the civil society and the government.Given the great determine that John Locke has posed through his political theories, his philosophies have continued to live until the present time, especially in American politics. The criminal justice system and world politics in general have exhibited hale influential heritage from Lockes philosophies in particular pertaining to the way the government must handle its affairs, so as to please the civil society who placed them in power. The Democratic form of government and criminal system, wher ein the civil society is always left with a choice to whom must be put into power is an example of a social contract. And in turn, the overthrow or government leaders who did not such(prenominal) perform for the benefit of the people is an illustration of Lockes theory.ReferenceLocke, John. (2003) Two Treatises of Government and A letter Concerning Toleration. Yale University Press.The Social Contract. Retrieved October 25, 2007 from http//www.sagepub.com/upm-data/2769_Swri01.pdf

Foreigners Essay Essay

Is Paia a erupt choice for Luba than Lachance? Luba Dominescu, the only girl of the Dominescu family, plays an important role in the novel Foreigners. After going through with(predicate) a hard time with her family in Canada, the country they have just immigrated to, Luba becomes more mature and her maidenly charm gradually shows up. Paia Manescu and Lachance are two boys who fall in love with this young lady and they deal with each other to win her heart. Although the blue-eyed boy, Lachance, seems to be more attractive to Luba, Paias love for Luba has lasted for a long time and their families fully resist their marriage.They also have more things in common to produce their relationship, such as language and culture. Furthermore, Paia can be both a nice husband and a wonderful son to help the Dominescu family out of difficulties. Therefore, Paia is a pause choice for Luba than Lachance. First of all, Paia makes a better mate for Luba because Lubas parents, Stefan Dominescu a nd Sofie Dominescu, have been really good friends with Paias parents since they were in their old country Romania. In these two families, It had always seemed clear to everyone that Luba would marry Paia (155).As soon as the second time Lachance visits the Domincescu to coquette Luba, Stefan along with Luba purposely visits Paias family to tell them that it is necessary now for Paia to propose to Luba if he wants to marry her. This model shows that Lubas parents wish their daughter to choose Paia instead of Lachance and there is no doubt that a keep of marriage with parents blessing and full support will be happier. In addition, for Luba herself, she has known Paia since they were little children and he had tutorshipd her for such a long time (158). However, Paia is just a boy she knows from school only a few months ago.Compared with Lachances unfamiliar and sudden affection, Paias love is obviously more reliable and sincere. other advantage Paia has is that he comes from the s ame country as Luba, in other words, he was one of her people, mouth the same language, played the same harmony (158). As a mew immigrant, Luba apparently can not speak English exactly the correct way so that if she marries an English boy like Lachance, she whitethorn have difficulties communicating with her husband and it greatly increases the possibility of misunderstanding and arguments between the couple.Besides language, things such as traditions, eating habits, belief and music are also important factors that can influence a relationship. For instance, when Lachance plays music at Lubas home, the tunes sounded strangely to the Romanians ears (155). However, since Paia grows up in the same culture as Luba, there are no cultural differences and communication barrier between he and Luba and it is a lot easier to maintain and purify their relationship. Not only can Paia be a better husband, but he also becomes a more helpful son of the Dominescu family.After Luba marries Paia, they will live in the same house with Sofie and Stefan and deposit with Lubas family rather than follow Lachance to join his father and have a more unsettled demeanor (158). In this way, Luba is able to continue to take care of her little brother and Paia would work with tata, helping with everything (158), which centre Paia can share the heavy burden of supporting the whole family that has placed on Stefans elevate since they moved to Canada.These two aspects shows that Paia both brings more family happiness to Luba and helps the Dominescu family gradually get out of difficult circumstance. In conclusion, marrying Paia is obvious a better choice for Luba. He cares for Luba for a longer time than Lachance, has more support from their parents and he shares the same culture and speaks the same language as Luba. Also, he can take care of Luba, as well as her family. Although Luba has difficulties choosing her husband between two gentlemen who are both charming and attractive, it is chill out lucky for her to have the freedom to decide her own marriage.

Marketing Test Questions

1. The promotional mix is the combination of promotional tools used to reach the target market and fulfill the organizations overall goals. a. truthful b. False 2. When a marketer sends a message to the target market, the marketer must first trace the symbols used. c. True d. False 3. Even though a message is received, it will not necessarily be properly decoded receivers interpret messages based on their own frames of adduce. e. True f. False 4. All promotions atomic number 18 intentional to either inform, persuade, or reinforce the target audience. g. True h. False 5.The promotional mix consists of i. publicizing, publicity, direct marketing, and personal selling j. public dealing, direct marketing, personal selling, and publicity k. product, promotion, price, and place l. advertizement, personal selling, sales promotion, and public traffic m. advertising, telemarketing, public relations, and sales promotions 6. Which of the followers statements about advertising is true? n. The total costs of advertising are typically low. o. The signs on the outsides of buses and taxis are not a form of advertising. p.The cost per contact in advertising is low. q. Innovative media are not used in advertising. r. Advertising is any form of communication in which the sponsor is identified. 7. Public information (that the company did not fee for) about a company, good, or proceeds appearing in the mass media as a news item is s. personal selling t. advertising u. mass communications v. publicity w. sales promotion 8. _____ consists of all marketing activities that stimulate consumer purchasing much(prenominal) as coupons, contests, free samples, and trade shows. x. Sales promotion y. Publicity . Personal Selling . Advertising . Sponsorship 9. In 2006, GM unveiled a GM Fuel Price Protection Program that caps the per-gallon price consumers pay for gas at $1. 99 when they purchase select 2006 and 2007 GM full-size utility and mid-size cars. This is an example of ____ _ designed to stimulate consumer buying. . A sales promotion . A public relations activity . Advertising . An unvoiced communication . Personal selling 10. Communication to large audiences, usually through a medium much(prenominal) as television or a newspaper, is called _____ communication. . Feedback-proof Referential . Interpersonal . Mass . Public 11. The communication work consists of . Message, media, and transmittal . Source, receiver, and channel . Sender, receiver, and message . encode, decoding, channel, sender, receiver, noise, and feedback . Comprehension, noise, and feedback 12. _____ is the conversion of the senders ideas and thoughts into a message. . Decoding . Envelopment . Processing . Development . Encoding 13. _____ is anything that interferes with, distorts, or slows the transmission of information. . Media communication . Feedback Static . Nonpersonal communication . Noise 14. Advertising competes for both things. These two things are . ________________b. _________________ 15. There are three types of Product Advertising. They are . ________________b. _________________ c. ___________________ 16. _____ sales promotions are targeted toward the ultimate end-user market. . Facilitating . intermediator . Pull . Consumer . Trade 17. _____ advertising is used to keep a familiar brand name in the publics mind and to refresh the consumers on the brands uses, characteristics, and advantages. Advocacy . Pioneer . Reinforcement . Reminder . relative 18. In class we briefly talked about an acronym used in discussions about promotions. The acronym, AIDA, stands for . Attitude-Interest-Demand-Activity . Attention-Interest-Desire-Action . Awareness-Intent-Demand-Action . Avoidance-Interest-Desire-Acceptance . Attitudes-In-Developing-Acquisitions 19. A manufacturer using the _____ promotional strategy focuses its promotional efforts on the consumer. . Reinforcement . Personal selling . Push . Pull . energising 20.Firms that adopt a push promotio n strategy focus their message at intermediaries in localise to get them to carry the product, rather than at the end consumer. . True . False 21. Comparative advertising is . care a mirror because it compares all negative and positive features of both products . like a shotgun in that it compares multiple features of two products . like a rifle in that it only compares a single benefit or advantage . only used by companies at the highest level of the pyramid of corporate certificate of indebtedness . sed to compare two or more competing brands on one or more specific attributes. 22. Aston Martin is a common brand of car driven by the British agent James Bond. Aston Martin paid to guard its vehicle featured in these movies. This is an example of . Advertising . A sales promotion . Paid-for public relations . Product placement . Lobbying 23. In a 2008 movie starring the hilarious Jim Carrey, Red Bull was reference multiple times. This is another example of _______________ and ___ ______________ is the movies title. . Advertising and Dumb and Dumber . Puffery and How the Grinch Stole Christmas Customer fabrication and The Cable Guy . Product placement and Yes Man . Product placement and Liar Liar 24. Which of the following is not an element of the marketing mix. . Product . Place . Primary Demand . Promotion . Price 25. unmatchable of the purposes of promotion is to stimulate demand. What are they? . __________________b. ____________________ 26. This type of demand focuses on making potential customers aware of the ordinary product category. . __________________ 27. This type of demand focuses on making potential customers aware of specific benefits provided by a particular brand/product. ___________________ 28. Based on the results from a recent study, and posted in an article on cnet. com, advertising revenue from Google for the first 6 months of 2012 exceeded that of print media. concord to this study, Google brought in how much revenue from ads for th is peak? . ___________________ 29. Both advertising and public relations (PR) are types of non-personal communication. However, the main difference is advertising is _____________ whereas PR is ________________. 30. According to the course syllabus, Exam 4 is scheduled for what day? . _____________________

Week 1 Qnt 351

pic CERTIFICATE OF ORIGINALITY Icertify thatthe attachedpaper is my original work. I am beaten(prenominal) with and acknowledge my responsibilities, which argon part of the University of Phoenix Student Code of Academic Integrity. I affirm that any section of the paper which has been submitted previously is attributed and cited as such, and that this paper has not been submitted by anyone else. I give way identify the sources of all tuition whether quoted verbatim or paraphrased, all images, and all quotations with citations and reservoir listings.Along with citations and reference listings, I have used quotation marks to identify quotations of fewer than 40 words and have used occluded front indentation for quotations of 40 or more words. Nothing in this assignment violates copyright, trademark, or other sharp property laws. I further agree that my name typedon the line below is intended to have, and shall have, the aforementioned(prenominal) validity as my handwritten signa ture. Introduction to Statistics QNT 351 March 22, 2013 Merry GalloIntroduction to Statistics Statistics is defined in Statistics for Business and Economics, as the acquirement of data. Involves collecting, classifying, organizing, analyzing, and interpreting numerical information. Statistics is more than just sorting at numbers, there is a outgrowth affect in obtaining the numerical information. Statistical thinking is helpful as well. This involves applying rational thought and the science of statistics to critically assess data and inferences.It is important to keep in mind that variations exist in populations and touch data. There are two different types of statistics, descriptive statistics and inferential statistics. Descriptive statistics utilizes numerical and graphical methods to look for patterns in a data set, to summarize the information revealed in a data set, and to present the information in a convenient form. Inferential statistics utilizes sample data to make e stimates, decisions, predictions, or other generalizations most a larger set of data.Businesss are required to conduct research in come out to get their origin up and operating. In order to conduct through information the people involved with the business would have to be able to understand and implement the statistical findings. These findings could be as unanalyzable as reports on wether one area of a town versus another is more profitable. Statistics that would be a little bit more detailed would be the reports for financial matters. If the statistics are good then the business decisions should be healthy and successful.In my line of work there are plenty of statistics macrocosm used in every department. As a bartender I am responsible for knowing the levels of alcohol in my bottles, as well as how many beers I have in my coolers. The portions used in the recipes for the drinks is me being able to use ratios, and nominal data to run a profitable bar. The restaurant as a whol e uses stastics when planing the schedule as well as the weekly order. If our numbers are high for a day then our labor will be scheduled higher than normal.If the projected numbers are low then we operate with fewer servers and cooks. Another statistical problem that could occur is when we run our of items. In this case it would imply that our projections were off and we need to concentrate on the next weeks order to make sealed we are fully stocked and overly stocker in other areas. References This is a pause indent. To keep the hanging indent format, simply delete this line of text using the backspace key, and replace the information with your reference entry.