School Gossip Can Destroy Teachers and Staff Members

A teacher conducts an activity to show her class just how silly gossip can be. She whispers something to a student and then that student whispers it to the next until it had been passed to every student in class. What started as, We are going to have a long three day weekend starting tomorrow ended up as, We will be lucky if three of you arent killed this weekend. The teacher uses this activity to teach her students why you shouldn’t believe everything you hear. She also discusses why it is essential to stop gossip instead of helping to spread it.​ The lesson above is sadly not limited to the students in the school. Gossip runs rampant in just about any workplace. Schools should be a safe haven where this is not a significant problem. The faculty and staff within a school should never start, participate in, or promote gossip. However, the truth is that all too often schools are the focal point of gossip in the community. The teacher’s lounge or the teacher’s table in the cafeteria is often the center of where this gossip occurs. It is mind-boggling as to why people need to talk about what is going on with other people. Teachers should always practice what they preach. Particularly those who have seen the negative impact gossip has had on their students. The truth is that the effect of gossip can be the same or worse as an adult. When Empathy Proves Elusive As a teacher, you have so much going on in your own classroom and life that it can be difficult to truly understand that there is just as much or more going on in every other classroom and co-workers lives. Empathy sometimes proves elusive when it should be commonplace. Gossip is frustrating because it builds walls between teachers and staff members that need to be working together. Instead, they feud because someone said something about the other to someone else. The entire idea of gossip among a school faculty and staff is disheartening. Gossip can split a schools faculty and staff in half and in the end, the people who are hurt the worst will be your student body As a school leader, it is your job to discourage gossip among the adults in your building.  Teaching is difficult enough without worrying about what others are saying.   Teachers should have each other’s back, not talk behind each other’s back. Gossip creates a large part of your discipline issues with students, and it will create even larger problems within your faculty and staff if it is not dealt with quickly. The key to minimizing the gossip issues among your faculty/staff is to educate them on the topic. Being proactive will go a long way in keeping gossip issues to a minimum. Have regular conversations with your faculty and staff members discussing the bigger picture about the damage that gossip can cause. Furthermore, implement strategic team build activities that bring them together and naturally forge solid relationships. When it comes to gossip, make sure they know what your expectations are and how you will deal with it when it becomes an issue. How to Proactively Defeat Conflict It is also not realistic to have a faculty and staff where there is never any conflict. A policy or set of guidelines must be in place when this happens that leads towards resolution between the two parties instead of division. Encourage your faculty and staff members to bring these issues to you and then act as a mediator between the two parties. Having them sit down together and talk out their issues will help. It may not be effective in every case, but it will peacefully solve the majority of conflict issues that you have with your faculty and staff. It is better to take this approach than to have them gossiping about it with other members of the faculty and staff which can lead to bigger issues down the line.

We Have A Game Battle - 902 Words

â€Å"Danny. Danny!† My teacher yelled. I woke up confused while everybody is staring at me like hawks. I explained that I was day dreaming but she wasn’t listening, so I told myself â€Å"Only 10 more minutes.† Beep! The class rose and bolted out the classroom door. The halls looked like a giant pack of buffalo herding down the halls, when I was walking I saw my friends exit the main doors. My friends were waiting for me out side. When I got outside they flocked up around me and were yelling â€Å"Are you going to play Call of Duty This weekend? You know we have a game battle right?† I was shocked about how fast they were talking but I said â€Å"we have $600 to win.† When I arrived at my house I could feel the addiction kicking in; my Xbox was pulling me into my room, I sat down turned on my controller and instantly focused. For a couple days, my group would practice for the tournament. I was so focused that I felt like I could make something move with my mind. We made call outs left and right â€Å"left... left†¦ left! Hospital†¦Hospital!† But this was just practice for the real game. A little bit of time passed and my friends were talking about if we won the game, but I told them not the jinx the game. The game was just a day away. Me and my friends were getting ready for the game by more practice but this time if they messed up they will have to do a something they’re not going to like. After we practiced my friends came over to my house so we could give each other advice and just have anShow MoreRelatedEnders Game Response Essay1070 Words   |  5 PagesAli HassanEnders game essay 21 April 2013 Enders Game has many deep thoughts the reader can conclude. One of the important themes that the story has is the relationship between masculinity and femininity. I like to call the relationship between masculinity and femininity in Enders Game â€Å"the circulation of features†. This name derived from the description and changes in characters. 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Case Study of Brian Jones

Questions: 1. Describe the pathogenesis of Brian's colorectal cancer from the initial cellular mutation to the diagnosis of stage IIA colorectal cancer.2. Describe two (2) modiflable and three (3) non-modifiable risk factors for colorectal cancer and expalain how these risk factors may have contributed to the development of Brian's colorectal cancer. Answers: 1. Colorectal cancer refers to the development of cancer in the colon or rectum part of a large intestine. The risk is less associated with a genetic factor (20 % of cases). On the contrary, it is more likely to link with older age, lifestyle including smoking, regular alcohol consumption, lack of physical activity and frequent intake of red meat. Epithelial cell lining in the colon or rectum region has link with the pathogenesis of colorectal cancer. Mutation in the Wnt signaling pathway which results in increased signaling activity is the basic reason. APC (adenomatous polyposis cold) gene is responsible for expression of APC protein, which prevents the accumulation of -catenin protein. Mutation in this gene produces faulty protein, because of which high level of accumulation of -catenin protein occurs in cells (Rosty, 2013). This protein has potential to enter the nucleus and binds to DNA, and triggers the transcription of proto-oncogenes. Normally these genes are important for renewal of stem cell and corresponding differentiation. In high expression condition, they lead to cancer. P53 protein in cell functions for monitoring of cell division and apoptosis. Mutation in Wnt signaling leads to transformation of tissue into benign epithelial tumor to invasive epithelial cancer. Defects in another gene such as AXIN1, NKD1, TGF - and SMAD also leads to stimulation of oncogene, leading to cause cancer-like condition (Zhu, 2013). Presence of individual cell and small tumor cells at the invasive front of carcinoma is known as tumor budding stage. The risk of colorectal cancer stages is defined by TNM staging. With the cancer is touching the inner lining of the bowel, it is known as T stage. Condition where the cancer cell is invasive to the inner lining of the bowel, it is referred to as stage II, or Duke Stage B in clinical terms of colorectal carcinoma. Soon after this stage, the cancer cells become more invasive to bowel (Fearon, 2011). 2. Modifiable risk factors: Smoking smoking offers the prospect of genetic mutation that is responsible for various other forms of cancer including lung cancer and colorectal cancer. The risk factor associated with smokers is approximately five times higher compared to non-smokers for colorectal cancer. Often after diagnosis, general physician recommend quitting smoking that along with proper treatment have potential to restore the health conditions (Parajuli, 2013). Lack of physical activity the lack of physical activity has potential to deteriorate the health conditions in varieties of ways. The condition of physical activity often leads to obesity, cardiovascular disorder, and improper circulation. Apart from this, reduced activity also helps in inefficient clearance of metabolites and toxic byproducts from the body that aid in risk of colorectal cancer. People who are not physical active, have a greater risk of developing the colorectal cancer, which can be recovered with proper treatment and increase in physical activities (Morikawa, 2013). Non-modifiable risk factors: Age It is noteworthy to mention that chances of developing colorectal cancer are persistent in young adults also, but the risk of developing after the age of 50 increases. There are evidences that among ten cases of diagnosis, where colorectal cancer is confirmed, and nine cases are associated with older people with age more than 50 years old (Siegel, 2012). Personal history of inflammatory bowel disease (IBD) IBD includes Crohns disease and ulcerative colitis, where colon uses to have inflammation for a longer time. People are suffering from IBD often develop the condition of dysplasia, where cell lining of colon or rectum looks abnormal and are prone to develop cancer with time (Thomson, 2014). Hence, screening is necessary in such condition, which was there in Brains case. Inherited syndrome Chances are there that Brain might have inherited gene defect that have the probability to give rise to family cancer syndrome. Inherited syndrome associated with colon cancer is adenomatous polyposis and nonpolyposis colorectal cancer. Owing to these inherited gene defect, chances are there, that with age, signaling defect incurves the cancer complication. Metronidazole is a broad spectrum drug that has civil activity against protozoa. It enters the cell by diffusion and produces nitro radical that act as an electron sink against anaerobic organism. It also controls bowel movement along with preventing the infection in the colorectal region. In operative case, often pouchitis is necessary for which metronidazole is effective in preventing bowel complication. Notably, low dose Metronidazole is effective for chronic term as required in the present condition of Brains treatment (Vaughan-Shaw, 2013). Morphine is the principal drug necessary for the management of pain. It exerts the action with interaction with opioid receptors present in neurons, CNS, and peripheral tissues. Upon acting over and receptor, it reduces the motility in the gastrointestinal tract. More importantly, it reliefs from pain especially the pressure ulcer pain, that is obvious after the operative condition. Since opium has dependency characteristics and carriers several legal obligation for its usage, thus effective medication management is necessary, in this case (Holler, 2013). Nursing rationale in conjunction with morphine administration relates with following rebuttal points: Controlled analgesia is useful following the surgical conditions, but is also effective in the management of cancer-related Morphine is the gold standard for intravenous analgesia and hence is the opioid of choice. Mediation management requires proper chart preparation and approval by the pain control service council of the concerned health care settings. Use of patient-controlled analgesia requires specifically designed locked pump as continuous infusion rate, which allows bolus dose and lockout interval during a specific period. The dose concentration and interval of administration should be restricted to four hour period (Day, 2012). Importantly, only trained nurses should handle this activity with utmost care and safety. In PCA, Patient should be supplied with button to press for self-administer the amount of intravenous or subcutaneous analgesic solution (bolus dose). Such pump programming helps in determining the time for another bolus dose (Levv, 2011). Use of other medication should be cross-referred with evidence-based method for any drug or food related adverse effects. Level of consciousness should be monitored, as it will help in deciding the dose close to the monitoring process for any complication. PCA is suitable for daytime management; it is hence nurse controlled analgesia might be necessary for night time. It is thus necessary to use evidence-based practice and discussion with other professionals. Baseline observation needed with administration a valid pain assessment; heart rate, respiratory rate, blood pressure and the baseline sedation score. References: Colvin, L. A., Fallon, M. T., Buggy, D. J. (2012). Cancer biology, analgesics, and anesthetics is there a link?. British journal of anaesthesia, 109(2), 140-143. Day, A., Smith, R., Jourdan, I., Fawcett, W., Scott, M., Rockall, T. (2012). Retrospective analysis of the effect of postoperative analgesia on survival in patients after laparoscopic resection of colorectal cancer. British journal of anaesthesia, aes106. Fearon, E. R. (2011). Molecular genetics of colorectal cancer. Annual Review of Pathology: Mechanisms of Disease, 6, 479-507. Holler, J. P., Ahlbrandt, J., Burkhardt, E., Gruss, M., Rhrig, R., Knapheide, J., ... Weigand, M. A. (2013). Peridural analgesia may affect long-term survival in patients with colorectal cancer after surgery (PACO-RAS-Study): an analysis of a cancer registry. Annals of surgery, 258(6), 989-993. Levy, B. F., Scott, M. J., Fawcett, W., Fry, C., Rockall, T. A. (2011). Randomized clinical trial of epidural, spinal or patientà ¢Ã¢â€š ¬Ã‚ controlled analgesia for patients undergoing laparoscopic colorectal surgery. British Journal of Surgery, 98(8), 1068-1078. Morikawa, T., Kuchiba, A., Lochhead, P., Nishihara, R., Yamauchi, M., Imamura, Y., ... Ogino, S. (2013). Prospective analysis of body mass index, physical activity, and colorectal cancer risk associated with -catenin (CTNNB1) status. Cancer research, 73(5), 1600-1610. Parajuli, R., Bjerkaas, E., Tverdal, A., Selmer, R., Le Marchand, L., Weiderpass, E., Gram, I. T. (2013). The increased risk of colon cancer due to cigarette smoking may be greater in women than men. Cancer Epidemiology Biomarkers Prevention, 22(5), 862-871. Rosty, C., Hewett, D. G., Brown, I. S., Leggett, B. A., Whitehall, V. L. (2013). Serrated polyps of the large intestine: current understanding of diagnosis, pathogenesis, and clinical management. Journal of gastroenterology, 48(3), 287-302. Siegel, R., DeSantis, C., Virgo, K., Stein, K., Mariotto, A., Smith, T., ... Ward, E. (2012). Cancer treatment and survivorship statistics, 2012. CA: a cancer journal for clinicians, 62(4), 220-241. Thomson, C. A., McCullough, M. L., Wertheim, B. C., Chlebowski, R. T., Martinez, M. E., Stefanick, M. L., ... Neuhouser, M. L. (2014). Nutrition and physical activity cancer prevention guidelines, cancer risk, and mortality in the women's health initiative. Cancer Prevention Research, 7(1), 42-53. Vaughan-Shaw, P. G., Borley, N. R., Tomlinson, I. P., Wheeler, J. M. (2013). PTH-011 Polypectomy May Lead to Inadequate Surveillance of Patients with a Family History of Colorectal Cancer. Gut, 62(Suppl 1), A216-A216. Zhu, Q. C., Gao, R. Y., Wu, W., Qin, H. L. (2013). Epithelial-mesenchymal transition and its role in the pathogenesis of colorectal cancer. Asian Pac J Cancer Prev, 14(5), 2689-98.

Teen Pregnancy (489 words) Essay Example For Students

Teen Pregnancy (489 words) Essay Teen PregnancyTeenage Pregnancy The Truth About Teen Pregnancy Although the rate of teenage pregnancy in the United States has declined greatly within the past few years, it is still an enormous problem that needs to be addressed. These rates are still higher in the 1990s than they were only a decade ago. The United States teenage birthrate exceeds that of most other industrialized nations, even though American teenagers are no more sexually active than teenagers are in Canada or Europe. (Gormly 348) Recent statistics concerning the teen birthrates are alarming. About 560,000 teenage girls give birth each year. Almost one-sixth of all births in the United States are to teenage women are to teenage women. Eight in ten of these births resulted from unintended pregnancies. (Gormly 347) By the age of eighteen, one out of four teenage girls will have become pregnant. (Newman 679) Although the onset of pregnancy may occur in any teenager, some teens are at higher risk for unplanned pregnancy than others. Teenagers who become sexually active at an earlier age are at a greater risk primarily because young teenagers are less likely to use birthcontrol. African-American and Hispanic teenagers are twice as likely to give birth as are white teenagers. We will write a custom essay on Teen Pregnancy (489 words) specifically for you for only $16.38 $13.9/page Order now Whites are more likely to have abortions. Teenagers who come from poor neighborhoods and attend segregated schools are at a high risk for pregnancy. Also, teenagers who are doing poorly in school and have few plans for the future are more likely to become parents than those who are doing well and have high educationsl and occupational expectations. Although the rate of teenage pregnancy is higher among low- income African-Americans and Hispanics, especially those in inner city ghettoes, the number of births to teenagers is highest among white, nonpoor young women who live in small cities and towns. (Calhoun 309) In addition to the question of which teenagers become pregnant, interest is shown in the social consequences of early parenthood. Adolescent parents (mostly mothers) may find that they have a lost or limited opportunity for education. (Johnson 4) The higher a womans level of education, the more likely she is to postpone marriage and childbearing. Adolescents with little schooling are often twice as likely as those with more education to have a baby bafore their twentieth birthday. Some 58% of young women in the United States who receive less than a high school education give birth by the time they are twenty years old, compared with 13% of young women who complete at least twelve years of schooling. (Tunick 11) Teens who become pregnant during high school are more likely to drop out. (Calhoun 310) A teen mother leaves school because she cannot manage the task of caring for a baby and studying, and a teen father usually chooses a job over school so that he can pay bills and provide for his child. (Johnson 4) Teen mothers usually have fewer

How to Add and Subtract Fractions 3 Simple Steps

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

DNA translation Essays

DNA translation Essays DNA translation Essay DNA translation Essay The study presents a new way of implementing a new model for networks by creating networks through the application of the DNA translation model and a Java simulation configured to adapt the chosen model. A brief description of how the DNA translation works is discussed as well as how the process of translation is applied to the created nodes in order to create one or more networks. Different parameters will be used to obtain a wide variety of results and to further be able to study how these parameters affect the creation of nodes and networks. Significant parameters include the property file, alphabet, initial nodes length, unit distance and max distance. As a result of the experiment, parameters with the most significant effects on network measures will be identified. It will also be presented that input parameters with different compositions lead to various behaviors of the network measures. ? Introduction Studies about linking nodes with each other to in order to form a network already exists but most of these studies did not concern itself with the organization of nodes such as giving it a name and analyzing its structure. In this study, however, nodes are given names and the relationship between nodes through its name and structure is established. This is achieved by applying the model of the genetic code of a DNA to form a genetic network. To achieve the goals of the study, a model is used for the study specifically the translation of a DNA. The translation of a DNA is a perfect model in studying complex networks and how the nodes of these networks are connected. Similar to how nucleotides and codons pair up to produce proteins, the nodes in this study are paired to create a network. To apply the translation of DNA into a network, a simulation is used. The codons in a DNA will be the nodes for the network. As for how these nodes will be linked, a genetic table will be applied. The resulting network will be like a protein molecule, a set of amino acids which resulted from the linking of codons or for this study, the nodes. Through the use of this model, nodes are created, structures developed and nodes connected to create an organized and intricate network. A simulation is used to perform the experiment although the simulation is not developed explicitly for this study. It is adapted as a tool to perform the study and create different networks based on a property file. The simulation is written in java and has been developed with Netbeans. The simulation allows the user to create connected networks based on different models so that it can be studied according to various procedures. It also has the option of creating one or more networks. The input for this simulation is the property file property. txt which contains all the properties of the node. This file must be present in the same directory the program is invoked. This program may be run outside eclipse or Netbeans by double clicking the jar file created from the program. Aims of the Study There are two major aims of this study. The first aim is to create networks with different properties so that the created networks may be studied further based on the genetic code, i. e. nodes as codons, the link between these nodes based on the genetic table and the output network as the protein molecule. The second aim is to understand how the input parameters for the simulation of a DNA translation model influence the generation of networks. The first aim will be achieved through the use of the simulation and the DNA translation model. The second aim will be achieved by first studying the input file for the simulation, specifically the property. txt which contains all the significant parameters in order to create and connect nodes to form a network and how these parameters are used and what effects they cause in the creation and connection of nodes. Objectives of the Study The main objective of the study is to run various tests that would generate one or more networks whose nodes contain a fixed structure. In detail, the objectives are: Apply DNA translation model to simulation Configure simulation to adopt the chosen model Create a stable property file which will contain the structure of the nodes Run simulation to create nodes and connect nodes to form a network

Scientific Support for Coaches Essay Example | Topics and Well Written Essays - 2500 words

Scientific Support for Coaches - Essay Example This is a simple indication of the research done to understand the coaching behavior practically undertaken within this schooling institution (Carling, Reilly, & Williams, 2009, p. 3). Therefore, the following paper will look into the significance, source and impact of a coach’s behavior towards the players, and the scientific approach taken and attained towards solving or improving the issue. The factors considered in the research video clips include the means by which the coach shows the drills, how he or she fines the players, the feelings of the coach, and how leading he or she is within and outside the team. Therefore, it is not that significant what the coach utters for every word. After watching both video clips, the coaching behavior and experience there are overall things not only about the film, but the scientific aspect of the study’s aim. Supporting the coach is a prosperous factor of scientific knowledge obtained on the basis of studies carried out with athletes. Data is accessible to maintain the coach and athlete in every zone of training and advancement as well as nutrition, biomechanics, physiology, mental and medication. There are several methodical techniques to measure and assess the athlete’s behavior. For example, computer-assisted evaluation of VO2 max, lactate amounts, running methodologies are a number of the methods. The art of coaching pulls in the moment the coach has to evaluate the methodical information and convert it into coaching and training schedules to assist the athlete. This evaluation depends entirely on the skills and behavior of the coach. The knowledge of the sport or event ought to be a concern of the player and the coach as well. By comprehending the science behind the coaching skills and experience is the foundation of training. It is also an elegant and exercise schedule that can be advanced and assist a