Reflections, Translations, and Rotations on SAT Math Coordinate Geometry Guide

Reflections, Translations, and Rotations on SAT Math Coordinate Geometry Guide SAT / ACT Prep Online Guides and Tips If it's always been a dream of yours to shift around graphs and points on the $x$ and $y$ axes (and why not?), then you are in luck! Points, graphs, and shapes can be manipulated in the coordinate plane to your heart's content. Want to scoot that triangle a little to the left? Flip it? Spin it? With reflections, rotations, and translations, a lot is possible. This will be your complete guide to rotations, reflections, and translations of points, shapes, and graphs on the SAT- what these terms mean, the types of questions you'll see on the test, and the tips and formulas you'll need to solve these questions in no time. Before You Continue Reflection, rotation, and translation problems are extremely rare on the SAT. If you're aiming for a perfect score (or nearly) and want to grab every last point you can, then this is the guide for you. But if you still need to brush up on your fundamentals, then your time and energy is better spent studying the more common types of math problems you'll see on the test. Remember, each question is worth the same amount of points, so it is better that you can answer two or three questions on integers, triangles, or slopes than to answer one question on rotations. So if you've got everything else nailed down tight (or you just really, really like coordinate geometry), then lets talk reflections, rotations, and translations! What is a Reflection? Just like how your image is reflected in a mirror, a graph or a flat (planar) object can be reflected in the coordinate plane. It can be reflected across the x-axis, the y-axis, or any other line, invisible or otherwise. This line, about which the object is reflected, is called the "line of symmetry." Most SAT reflection questions will ask you to identify a shape that is symmetrical about a line that you must imagine or draw yourself. These questions should be simple enough so long as you pay attention to the details. For example, The diagram below shows the Greek letter pi. Each side of the figure is reflected identically about a vertical line of symmetry. Of the letters shows bellow, which has both a vertical and a horizontal line of symmetry? A. B. C. D. E. Now, we are being asked for a letter that has BOTH a vertical AND a horizontal line of symmetry (even though the example, pi, only has a vertical line of symmetry). If you are going too quickly through the test, you might be tempted to find the letter with only a vertical line of symmetry like the example picture. Doing this, however, would lead you to select the wrong answer choice. So, now that we know that we must find a letter that is symmetrical both vertically and horizontally, let us examine our options. You can either draw lines of reflection in your mind or on the page, but we will draw it out here. Let us test our options by first giving them a vertical line of symmetry. If they fail the vertical test, then they will automatically be eliminated, with no need to test if they have a horizontal line of symmetry. (Remember, we are looking for a letter that has both.) So let us draw a potential vertical line of symmetry through each of our answer choices, starting with answer choice A. We can see that rho does not have a vertical line of symmetry, as each half is not a perfect reflection of one another. We can eliminate answer choice A. Each half of gamma is also not symmetrical with the other half. We can eliminate answer choice B. Mu is symmetrical about itself vertically and if you were going quickly through the test, you may be tempted to stop here. But we know we must also find a horizontal line of symmetry. Mu does not have a horizontal line of symmetry, so we can now eliminate answer choice C. Eta, as well, has a vertical line of symmetry. Let us see if it also has a horizontal one as well. Success! Eta is symmetrical, whether the line of symmetry is vertical or horizontal. We can stop here, as we have found our correct answer choice. Our final answer is D. Nature showing off its coordinate geometry skills. Clearly. What is a Rotation? Objects in the coordinate plane can also be rotated (turned) clockwise or counterclockwise. Imagine that we can adjust the object with our hands- it will spin, while still lying flat, like a piece of paper on a tabletop. To rotate an object, we must pick a point to act as the center point for our rotation. This center point of our rotation does NOT have to be the center of the shape, however; there must always be a center to our rotation, but we can pick any point to act as this center. Let us look at a visual demonstration of this. First, let's look at a shape that has a center of rotation at the center of the shape itself. Now we can see how the movement of the object changes as the center of rotation shifts. Here, we have a center of rotation as a point on the outline of the shape. But though any point can act as a center of rotation, you will almost always be asked to rotate an object "about the origin." This means that the origin (coordinates $(0,0)$) will act as your center of rotation. The angle about which the object moves is called the angle of rotation. As we rotate an object, the angle of rotation will be: Positive when we move the object counterclockwise Negative when the object is rotating clockwise. A positive angle of rotation. A negative angle of rotation. Through both objects ended up in the same place, one was rotated +180Â ° and the other was rotated -180Â °. If you are asked to rotate an object on the SAT, it will be at an angle of 90 degrees or 180 degrees (or, more rarely, 270 degrees). These are nice numbers that evenly divide the coordinate plane into 4 parts, and each of these degree measures has a standard rule of rotation. Let us look at these rotation rules. Note: if you're a little shaky on the different quadrants of the $xy$-coordinate plane and where $x$ and $y$ are positive and negative, you should take a couple of minutes to read through our article on the four graph quadrants before going to the next section of this guide. Put your cudgels away and we'll prove we're not fakirs. Rotation Rules and Formulas You can determine the new coordinates of your point if you rotate your object by a certain angle about the origin. [Note: these formulas only work when rotating a point or a series of points about the origin- they will not work if rotating the object about any other center of rotation.] Each of the three degree measures- 90, 180, or 270- will shift the coordinates of your original point to a different, calculable, position on the graph. If rotating counterclockwise (a positive angle of rotation), you can use these rules to find your new coordinate points. For example, let us start with a set of coordinates at $(4, 6)$ and rotate the point. Here we have our original coordinates of $(4, 6)$ For 90 degree rotations: $(a, b)$ = $(-b, a)$ If our original coordinates of (4, 6) are rotated 90Â °, the new coordinates will be (-6, 4). For 180 degree rotations: $(a, b)$ = $(-a, -b)$ If our original coordinates of $(4, 6)$ are rotated 180Â °, the new coordinates will be $(-4, -6)$. For 270 degree rotations: $(a, b)$ = $(b, -a)$ If our original coordinates of $(4, 6)$ are rotated 270Â °, the new coordinates will be $(6, -4)$. (And, of course, a 360 degree rotation will bring you right back to the beginning at $(a, b)$ again!) If our original coordinates of $(4, 6)$ are rotated 360Â °, the new coordinates will be the same, $(4, 6)$. â™ ª You spin me right round, baby, right round â™ ª What is a Translation? If we continue to think of the shape as a piece of paper lying flat on a table (on the coordinate plane), a translation is the act of sliding it along the coordinate plane in a particular direction. The shape can be translated up or down (or both!) any amount of distance along the plane. It maintains its shape and bearing, but is simply located elsewhere in the plane. The way to notate that a translation is to occur is by saying: $T_{a,b}(x,y)$ This means that your final coordinates for this point will be: $(x + a, y + b)$ For example, What is the new point for $T_{-3, 4}(2, -6)$? A. $(-5, 10)$B. $(-1, 2)$C. $(1, -2)$D. $(-5, -10)$E. $(-1, -2)$ We know that we must add together our translated points to the corresponding $x$ and $y$ values of our original coordinates. So: $T_{-3, 4}(2, -6)$ $(2 + -3, -6 +4)$ $(-1, -2)$ Our new coordinates for this point are at $(-1, -2)$. You can see why this is true if we look at it on a graph. We are starting at the coordinates $(2, -6)$. Now, we are traveling -3 spaces along the $x$-axis and +4 spaces along the $y$-axis. By tracing this, we can find our new coordinates. Our final answer is E, $(-1, -2)$. Typical Reflection, Rotation, and Translation Problems Again, these types of questions are extremely rare on the SAT, and the odds likely that you will not see any reflection, rotation, or translation problems at all on your test. That said, there are three different types of reflection/rotation/translation problems that will show up, when they appear at all. These questions will be either a reflection, rotation, or translation questions about: #1: Points#2: Shapes in the coordinate plane#3: Function graphs Let's look at all three. Points Points are the simplest objects to be rotated, reflected, or translated, because there is only one component- the single point. Any point on the coordinate plane will have an $x$-coordinate and a $y$-coordinate, but you will still have far fewer moving parts when dealing with a point rotation than with any other kind of rotation, reflection, or translation. Shapes Shapes are slightly more complicated to reflect or rotate than points are for the sheer reason that shapes are made up of several points (and the lines connecting those points). This means that any shape rotation/reflection/translation will require more consideration and care, in order to make sure all your pieces are properly aligned. It is often much easier, when working with modified shapes, to map out the positions of the points alone. Don't worry about the lines- mark the proper position of the new coordinates for the points and the lines will sort themselves out. For instance, let us say that we must rotate a trapezoid +90 degrees. The particular question may ask you to find the slope of one of the new lines of the rotated shape, identify a new coordinate point, or anything else. But first, we must rotate our figure. The easiest way to do this is to simply map the new coordinate points according to our rotating rules. We know that a 90 degree rotation will transform all of our coordinates from $(a, b)$ to $(-b, a)$, so let's find them. Each given coordinate point will transform like so: $(1, 1)$ = $(-1, 1)$ $(3, 4)$ = $(-4, 3)$ $(7, 4)$ = $(-4, 7)$ $(9, 1)$ = $(-1, 9)$ Now we can simply connect the lines and find our new trapezoid, allowing us to answer any question we need to about it. Function Graphs Finally, function graphs can be reflected or translated just like shapes and points, though NOT rotated. (Why can't functions be rotated? If a function were rotated, it would fail the vertical line test and no longer be a function.) A reflected function. A translated function. Functions cannot be rotated! This fails the vertical line test and so is no longer a function. Function Translations We can either translate our function vertically (up and down) or horizontally (left and right), or a combination of the two. The way we do this is by modifying our inputs and outputs (for more on how functions work, including inputs and outputs, check out our guide to SAT functions.) We can translate our function up or down by adding or subtracting from our output. Adding to output translates the graph up. Subtracting from the output moves the graph down. On the other hand: Adding to the input will shift the graph left Subtracting from the input will shift the graph to the right Function Reflections We can also reflect our function about a line of symmetry along the $x$ or $y$-axis. Making the output negative makes the function reflect across the $\bi x$-axis (inverts it about the $x$-axis). Making the input negative makes the function reflect across the $\bi y$-axis. If this is a lot of new information for you, don't stress. These types of questions are, again, so rare that the odds are you won't see them on your test. Only try to memorize these rules if you feel comfortable doing so. Strategies for Reflection and Translation Problems Though no two reflection/translation/rotation problems are exactly alike, there are a few tips and tricks to follow for any kind you may come across. #1: Draw Your Own Graphs Especially when dealing with a problem that requires a reflection or a translation, it is always a good idea to take a moment to sketch out a graph of the object's old and new positions in space. This allows you to work with the problem on the page instead of in your head, which is especially useful if you are asked to find information other than simply identifying a new coordinate point (a feat in and of itself!). For instance, you might be asked to find the slope of a reflected line, or the product of two translated $x$-coordinates, or anything else the SAT might think of. Without making your own drawings and diagrams, it can be easy to become confused, fall for bait answers, and lose precious points. #2: Drill Your Rotation Formulas When working with translations or reflections, it is simple enough to draw your own picture and line up your corresponding points, but when it comes to rotations, it can be much harder to visualize the movement of the point or the object. Even when you've mapped out the original point, rotations are often much trickier than they appear. Unless you have a paper cut-out of your point, shape, or function and want to spend your time spinning your scratch paper around in circles, it's better to simply memorize your rotation rules for 90, 180, and 270 degrees. #3: Double-check, double-check, (triple-check) Rotations, reflections, and translations may seem simple (and, indeed, the underlying principles are not overly complex), but the difficulty in solving these kinds of problems is in just how easy it is to mis-map a coordinate point or two. Nothing is more frustrating than when you know how to solve a problem, but go too quickly or too carelessly and so get the question wrong. So make sure you double-check that you've properly shifted your coordinates before you bubble in that final answer. Test Your Knowledge 1. 2. The graph $y = f(x)$ is shown below. What could be the graph of $y = f(x + 3)$? A. B. C. D. E. Answers: E, A Answer Explanations: 1. If we draw an imaginary vertical line through every letter in the answer options, we can see that all but one are symmetrical about that vertical line. Only the letter E has a different shape to it on each side of the vertical line. Our final answer is E. 2. We know that adding to the input or output will shift our graph and translate it somewhere else. In this case, we are adding to the input, which, you'll recall, translates our graph to the left. We are making no additional changes, so its vertical position will remain unchanged. The only answer choice that shows us a graph that maintains the vertical position and is shifted to the left is answer choice A. Here is the starting position of the function. And here it is shifted to the left in answer choice A. Our final answer is A. Yay! You did it! The Take-Aways Though quite rare to see, the surprise rotation or reflection question can throw a wrench in the works if you are unprepared for it. But nothing the SAT can put on the test is insurmountable (and, indeed, the test is designed to give you opportunities to succeed). Once you've got your understandings down tight and know not only the difference between all your terms, but how to properly take down any kind of coordinate geometry question the SAT can throw at you, you will be well on your way to earning that perfect score. What's Next? You've taken on one of the more obscure SAT math topics, but have you made sure that you have a solid understanding of all the rest of the math topics the SAT will test you on? As always, it is better to get as many points as possible (as accurately as possible), so now might be a good time to catch up on your understanding of circles, triangles, and integers, both basic and advanced. Want to know two of the most invaluable math strategies? Check out our guides on how to use plugging in numbers and plugging in answers to make sense of some of the trickiest SAT problems out there. Looking to get that perfect score? Our team has your back with our guide to getting a perfect 800 on the SAT math, written by a perfect-scorer. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

The British Inventor and Industrial Designer Sir James Dyson

The British Inventor and Industrial Designer Sir James Dyson British industrial designer, Sir James Dyson is best known as the inventor of the Dual Cyclone bagless vacuum cleaner, which works on the principle of cyclonic separation. In laymans terms, James Dyson invented a vacuum cleaner that wouldnt lose suction as it picked up dirt, for which he received a  Ã¢â‚¬â€¹U.S. patent  in 1986 (U.S. Patent 4,593,429). James Dyson is also well known for his manufacturing company Dyson, which he founded after failing to sell his vacuum cleaner invention to the major manufacturers of vacuum cleaners. James Dysons company now outsells most of his competition. James Dysons Early Products The bagless vacuum cleaner was not Dysons first invention. In 1970, while he was still a student at Londons Royal College of Art, James Dyson co-invented the Sea Truck, with sales amounting to 500 million. The Sea Truck was a flat-hulled, high-speed watercraft that could land without a harbor or jetty. Dyson also produced: the Ballbarrow, a modified wheelbarrow with a ball replacing the wheel, the Trolleyball (also with a ball) which was a trolley that launched boats, and the land seafaring capable Wheelboat. Inventing Cyclonic Separation In the late 1970s, James Dyson began inventing cyclonic separation to create a vacuum cleaner that would not lose suction as it cleaned, inspired by his Hoover brand vacuum cleaner that kept clogging and losing suction as it cleaned. Adapting technology from the air filter in his Ballbarrow factorys spray-finishing room, and supported by his wifes art teacher salary, Dyson made 5172 prototypes to perfect his bright pink G-Force cleaner in 1983, that was first sold by catalog in Japan. (see additional images for photo) Say Goodbye to the Bag James Dyson was unable to  sell his new bagless vacuum cleaner design to an outside manufacturer or find a UK distributor as he originally intended, in part because nobody wanted to rock the huge market for replacement cleaner bags. Dyson manufactured and distributed his own product and a brilliant television advertising campaign (Say Goodbye to the Bag) that emphasized the end to replacement bags sold Dyson vacuum cleaners to consumers and sales grew. Patent Infringement However, success often leads to copycats. Other vacuum cleaner manufacturers began to market their own version of a bagless vacuum cleaner. James Dyson had to sue Hoover UK for patent infringement winning $5 million in damages. James Dysons Latest Inventions In 2005, James Dyson adapted the wheel ball technology from his Ballbarrow into a vacuum cleaner and invented the Dyson Ball. In 2006, Dyson launched the Dyson Airblade, a fast hand dryer for public bathrooms. Dysons most recent invention is a fan without external blades, the Air Multiplier. Dyson first introduced Air Multiplier technology in October 2009 offering the first real innovation in fans in more than 125 years. Dyson’s patented technology replaces fast-spinning blades and awkward grilles with loop amplifiers. Personal Life Sir James Dyson was born on May 2, 1947, in Cromer, Norfolk, England. He was one of three children, whose father was Alec Dyson. James Dyson attended Greshams School in Holt, Norfolk, from 1956 to 1965. He attended the Byam Shaw School of Art from 1965 to 1966. He attended the Royal College of Art in London from 1966 to 1970 and studied furniture and interior design. He went on to study engineering. In 1968, Dyson married Deirdre Hindmarsh, an art teacher. The couple has three children: Emily, Jacob, and Sam. In 1997, James Dyson was awarded the Prince Phillip Designers Prize. In 2000, he received the Lord Lloyd of Kilgerran Award. In 2005, he was elected as a Fellow at The Royal Academy of Engineering. He was appointed a Knight Bachelor in the New Years Honours December 2006. In 2002, Dyson set up the James Dyson Foundation to support design and engineering education among young people. Quotes I just want things to work properly.A lot of people give up when the world seems to be against them, but thats the point when you should push a little harder. I use the analogy of running a race. It seems as though you can’t carry on, but if you just get through the pain barrier, youll see the end and be okay. Often, just around the corner is where the solution will happen.

THE 2012 FLOODING IN SOUTH AUSTRALIA Research Paper

THE 2012 FLOODING IN SOUTH AUSTRALIA - Research Paper Example Australia remained under heavy flooding in last two years. People of Australia were of the view that the heavy flooding is cause of global warming. The cause of record rain fall and flooding is not global warming but it is result of back to back La Nina events. El Nino and El Nino southern oscillations are the dry brothers of La Nino. These events are known as the extreme of a climate temperature in that region. These effects have caused draught and rains in Australia for the last hundred of years even well before the emission of carbon dioxide by human beings in the atmosphere. Australia’s bureau of meteorology reported that weather department warned people about possibility of floods in 2012 as the ocean temperature was more then normal. Despite early warning and evacuation of homes in Queensland, the flood played havoc in east Australia and disrupted communication and business facilities (Editor, 2012). On 23 January, the rain started in Brisbane and devastated life there i n the shape of flood. South eastern Queensland was the most effected area from these floods of 2012. The recorded rainfall in 24 hours was approximately 300 millimeters in the region. Beaches were closed and roads were filled with flooded water. On 27 January, central Queensland was under heavy rain and thunderstorm. This situation of rainfall and flooding of the area remain continued till end of the march. In New South Wales all the roads were cut and rivers were heavily flooded. Barwon and Darling rivers were heavily flooded while passing through New South Wales in February 2012 (Samuels, 2012). More than 9000 people were told to evacuate Wagga Wagga as the river reached the top water level. People were still saved as the levee was still holding the area all around. Despite early warning and efficient rescue system the Australian people were surprised by the flood. Heavy rain fall in complete region left no time with the people to establish them selves away from the flood. Moreove r the water rose in oceans and rivers and area around the course of a water channel was badly hit due to over flooding (Samuels, 2012). Floods had long lasting economic, social and environmental impacts on Australia. Worldwide commodity and agricultural products saw a rise in prices. Social life and basic facilities and structure were badly damaged in Queensland and surrounding areas. Environmental changes due to La Nino affect disturbed the life in the region. The floods are expects to cause short term economic effects on Queensland until the complete economic revival takes place. Queensland is the main economic hub of Australia as it contributes about 20% in the Australian economic growth (IBIS World, 2011). Agriculture sector is also badly hit because the crops worth 1.6 billion dollors have been destroyed by the recent floods. Sugarcane and cotton production in the area has been seriously affected. This is going to result in short term price rise of about 200%. Significant damag e to property and road infrastructure has been done in Queensland and Brisbane. About 18000 residential and commercial properties suffered partial and complete damage. Electric and water services were seriously disrupted in Australia. Australia is very attractive tourist destination for the world. Floods resulted in reducing the tourism activities as people preferred not to visit flood hit Australia until the system of tourism is set back on track. This widely affected the social life of people in Australia. Total of 10 billion dollars

Ritz Carlton's Gold Standarts Essay Example | Topics and Well Written Essays - 250 words - 8

Ritz Carlton's Gold Standarts - Essay Example The experience of the Ritz-Carton livens up the quests’ the, instills their well being as well as fulfilling their pent-up wishes and needs (Ritz-Carlton Hotel Company, 2015). The motto of the Ritz Carlton states that â€Å"we are ladies and gentlemen serving ladies and gentlemen† this summarizes the Ritz Carlton motivation. It demonstrates the preventative service that the staff offers. Steps of service- the hotel staff use three service steps which ensure smooth interaction with quests making them feel happy and cared for and important. These include a warm as well a sincere greeting using the name of the quest, anticipation and fulfilling of the needs of the quests, and a tender farewell. The service values of Ritz Carlton Hotel Company describe the behaviors of everyone in the Hotel Company. They comprise of the following: building a strong relations as well as creating the company guests for life, responding to guests requirements anticipated as well as expressed, empowered to come up with unique, memorable as well as personal knowledge for quests, understanding of one’s’ role in the achievement of the main factors embracing footprints of the community as well as creating the hotel company Mystique, among other values (Ritz-Carlton Hotel Company, 2015). The 6th diamond includes the mystique, emotional engagement as well as functional. The employees promise which is the last component states that ladies and gentlemen of the hotel company are the most essential resource in the hotel’s commitment to its guests. Through the application of respect, honesty, commitment, and trust principles, the hotel company nature as talent for the company’s and all individuals’ benefit (Ritz-Carlton Hotel Company, 2015).

Web 2 Tools to Enhance Education Essay Example | Topics and Well Written Essays - 2000 words

Web 2 Tools to Enhance Education - Essay Example Indeed, while the use of technology in classroom has addressed the individual needs and requirements of students, its application in myriad formats has opened huge possibilities for students and teachers alike to exploit their potential for higher learning. The advancing technology and Web 2 tools have increasingly emerged as key elements to impact students’ learning outcome and made acquisition of knowledge highly interesting. They have therefore, widened their horizon of educational scope and outcome. Statement of problem In the current times, not using Web 2 tools could pose serious problems for students. Technology is intrinsically linked to development processes and its huge impact on education system has necessitated its inclusion within the curricula to enhance learning outcome. Valdez has emphasized that educators must be ready for technology rich future and promote dynamic strategies and tools within the curricula so that the students are prepared to meet the challeng es of the 21st century (1). The current generation of tech savvy students is no more satisfied with classroom teaching and is constantly seeking real time learning through new tools which can challenge their abilities to explore new avenues of knowledge acquisition (Akyeampong 3860). Web 2 provides the students with interactive media to share their knowledge and at the same time, facilitate their learning processes by sharing experience, opinions and views on different areas and issues (Greenhow et al., 247). Thus, Web 2 has wide ramifications on individual learning and its inclusion within curricula becomes key element of motivation. They help individuals with varying needs to optimize their learning outcome and ensure higher achievement. Thus, not using Web 2 tools could seriously hinder students’ personal and academic achievements. Purpose of the study The major purpose of the study is to explore how the use of Web 2 tools influence learning process and enhance education o utcome. Today, technology has become part and parcel of education system and the use of internet and online learning tools have increasingly become popular within and outside classroom. But the efficacy of the Web 2 tools like social networking, blogging and use of video sharing websites etc. needs to be explored within the academia to study their impact on students’ learning outcome. Most importantly, how it can be exploited for enhancing students’ learning is vital issue that must be explored and evaluated to ensure students’ continued interest in the core academic areas. The huge possibilities of internet based learning offers tremendous scope of growth that needs to be used by educators for enhancing students’ education outcome. Research questions 1. What are the main elements of Web 2 that make it attractive for students? 2. Do the Web 2 tools offer different challenges for students with varying skills? 3. How does Web 2 help to influence the learnin g processes of students with varying needs? 4. How does the interactive platform of Web 2 help to widen the understanding of different issues? 5. Do the web 2 platforms promote global values and improve and improvise learning outcome across the geographical boundaries of class, color, race and culture? 6. How do Web 2 tools encourage greater interaction amongst students and teachers? 7. How does it impact reading, writing and comprehension skills of students? 8. How does it keep the students motivated in the academic learning? 9. How can teachers exploit the vast potential of Web 2 tools for enhancing students’ education outcome? What is Web 2.0? According to O’Reilly the Web 2 tools are internet based technologies and platforms of

Managment 3000 Assignment Example | Topics and Well Written Essays - 1000 words

Managment 3000 - Assignment Example 2. The key stakeholders would obviously be top management and the board of directors. Management would likely be in favor of researching the drug while the directors would be worried more on the financial side of things. As the company does tend to focus on the human need, then it is likely to pursue the drug. 3. If research does go ahead on the drug, then it has the potential to cure millions of people worldwide in some of the poorest areas of the globe. The cost would be that valuable research dollars would be spent on individuals who could not afford to purchase the medicine, and so the company's profits would likely be reduced. Chapter 5 Management Live 5.5 on page 181 This Management Live discusses the importance of picking the right communication channel to convey different information. Importantly, technology is not always the answer to sending messages. As evidenced at Google, where technology dominates, posters taped to doors was an effective way to draw attention. If the au dience is being overloaded in one channel, presenters might want to try to send their message through another channel. Or, presenters can alter the channel in a creative way to attract attention. Read the section in the chapter about communication channels as they relate to information richness and topic complexity. Consider the following messages and discuss which communication channel would be most effective in each scenario and why. 1. Managers at a shipping facility are concerned by the number of back injuries employees are suffering due to improper lifting techniques. Workers have already been trained on proper lifting, so how can management get the message to â€Å"stick†? Management can get the message to stick by placing printed out reminders on boxes and containers so that employees are presented with the correct lifting technique just before they are about to lift something. 2. A college professor wants her students to participate in a research project in the evenin g. How should she send this message so students will notice it and participate? The college professor should set up a Facebook group for the research project so that students can discuss the project while socializing with their friends. The students are far more likely to participate if it is on a user-friendly medium. 3. An employee is frustrated by his job. He feels like his boss doesn’t give him enough direction about the goals and expectations of the job. How can he best communicate this message to his boss? The employee can get the attention of his boss by requesting a face-to-face meeting. Employers are constantly busy, so sending an email or paper note would likely be passed over. Talking to the boss in his or her office allows the employee to get direct to the point and not waste any unnecessary time for the boss. Chapter 6 Gina is a manager at a customer call center for an insurance company. Gina has noticed a lot of areas for improvement in the performance of her cu stomer service agents. The following list describes the behaviors that Gina would like all customer service agents to perform. 1. Keeping customer call times short (company target is for agents to respond to 15 customer calls per hour). 2. Giving correct information about insurance policies to customers. 3. Logging detailed notes about the customer call in the online database. 4. Being a good listener and being polite and professional even when the customer is angry.

Competitive Analysis and Competitive Strategy of Apple Doing Business Research Paper

Competitive Analysis and Competitive Strategy of Apple Doing Business in China - Research Paper Example The firm should devise ways to leverage the current strategies to make the firm to be more competitive than its rival firms are. However, the Apple’s weaknesses are the major challenges that have given its competitors to perform well in the Chinese market. To deal with such a problem, the firm should implement new strategies that would minimize or eliminate its weaknesses, thus improving competitiveness in the market. Apple Inc. is an American company that designs and fabricates hardware for computers, programming software and other consumer gadgets. The organizations best-known hardware items are the Macintosh line of machines, the iPod, the iPhone, and the iPad, with all the products having met the international standards and are significantly unique from other competitors’ products. Apple began in 1976 and has since created an exceptional notoriety in the consumer gadgets field. Nonala and Kenney (1991) highlighted that the individuals who use Apple hardware have a tendency to be excited about and dependable to the items while the individuals who do not use Apple items frequently scrutinize them as being overpriced. With the arrival of the iMac in 1998, Apple could put to rest some its past disappointments. The uncommon achievement of the iPod sets the stage for future items, including the best selling cell phone ever, the Apple iPhone, the MacBook line of convenient machines, and the A pple iPad proclaimed in 2010. As indicated by rankings of brands carried out universally, the estimation of Apples brand doubled to $76 billion in 2012 as compared to the preceding year. The organization is regularly expanding year by year and has set a high record among organizations grade. Apple Inc targets both low-level clients and high-level clients by releasing by introducing different standard phones with different pricing in China. The commodities target people of all ages to maximize the profit margins of the firm. China is the second largest