Explain what happens to the focusing distance y as the object moves closer and closer to the lens.

Asymptotes of Rational Functions

This week you have studied the graphs of rational functions and in particular asymptotes.

In photography fixed focal length means that the focal length is not adjustable. Photographers are unable to zoom in and out on a particular subject when using such a lens. Not being able to easily zoom in on a subject might seem like a huge disadvantage. But such lenses are credited with being able to produce much higher quality pictures in controlled settings.

In order for a film camera with a fixed focal length F to focus on an object located a distance x from the lens, the film must be placed a distance y behind the lens. F, y, and x are related as follows

Now suppose a camera has a lens with focal length F = 65.

  1. Explain what happens to the focusing distance y as the object moves far away from the lens.
  2. Explain what happens to the focusing distance y as the object moves closer and closer to the lens.
  3. In general, why is it not possible to cross a vertical asymptote?

Describe the data contained within the report and interpret the meaning of the information or numbers presented in ONE (1) of the reports within the category.

My part of the game is a company so i only include the company part and the need of it. also i attached the pdf down below to view the company and write a one page of the cpmpany performance.

Company:   Provides detailed information about company performance.

There is much information presented in these reports.   The primary objective of this assignment is for each team member to become familiar with the depth of information available to them to make marketing decisions, and to accomplish that without information overload.  Therefore, each team member will develop an understanding of the research reports available in a particular category of reports.  The team leader will then collate and upload the team members’ insights.   In that way, the team members can then read the insights of the other members of the team to develop a deeper understanding of the reports available to them beyond the category they studied.

Each member of the team must be assigned the responsibility to read, understand and describe ONE (1) of the 5 categories of research described above.  Teams with 5 or more members should do all 5 categories (6-member teams can split one of the categories).  Teams with 4 members can pick 4 out of the 5 categories.

The reports are generally found in the PharmaSim Simulation navigation button menu.  Some reports aren’t available there until later in the game.  To find those reports  consult the PharmaSim Student Manual.  The Manual can be accessed on the PharmaSim home page.

After finding the reports, each person should learn about the kinds and depth of information provided by reports in the category they are reviewing, and then write a one page summary of their insights.  (A 5-person team would turn in a 5 page report.)  The summary should include the following information and analysis:

  1. Type and source of Information:   Internal information that comes from company control reports; Environmental information that comes from syndicated market research firms, industry associations, or government sources; or Consumer  information that comes from survey research.
  2. Interpretation:   Describe the data contained within the report and interpret the meaning of the information or numbers presented in ONE (1) of the reports within the category.
  3. Use:   Describe how the information would be used to make marketing decisions.

Examine the major influences that this article will have on your strategy developing process.

RITE ONE PAGE ON YOUR OWN WORDS, TYPE EACH QUESTION BEFORE YOU ANSWER THE. MAKE SURE IT IS ONE PAGE AFTER YOU TYPE EACH QUESTION.

 

“Business Strategy”  Please respond to the following:

  • Read the article titled, “What Killed Michael Porter’s Monitor Group? The One Force That Really Matters,” located in Week 1 of the course shell. The original article can be found at http://www.forbes.com/sites/stevedenning/2012/11/20/what-killed-michael-porters-monitor-group-the-one-force-that-really-matters/. Imagine that you are a manger of the organization you work for, or one you are familiar with. Examine the major influences that this article will have on your strategy developing process. Provide a rationale for your response.
  • From the case study, use the five (5) forces which are Supplier Power, Buyer Power, Competitive Rivalry, Threat of Substitution, and Threat of New Entry.  framework to determine the level of competitiveness in the luxury goods industry. Speculate on the likely profit potential of the luxury goods industry, given the opportunities (O) and threats (T) underlying the competitive forces in this industry.

Analyze the various costs a firm faces, their trends over time, and how they have impacted PepsiCo profitability.

 

 

One page, APA format, and at alteast one source.  Please answer the two question below for the company PepsiCo;

 

Examine the costs of production for PepsiCo.

 

 

a) Analyze the various costs a firm faces, their trends over time, and how they have impacted PepsiCo profitability.

 

 

b) Apply the concepts of variable and fixed costs to your firm for informing its output decisions. For instance, analyze how different kinds of costs (labor, research and development, raw materials) affect the firm’s level of output.

Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.

Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.

Instructors, training on how to grade is within the Instructor Center.

Assignment 1.1: Conflicting Viewpoints Essay – Part I

Prewriting

Due Week 2 and worth 30 points

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to “believe” – or at least consider – the reasons for an opposing view on an issue.

The assignment is divided into two (2) parts.

In Part I of the assignment (due Week 2), you will first read a book excerpt about critical thinking processes: “The Believing Game and How to Make Conflicting Opinions More Fruitful” at http://www.procon.org/sourcefiles/believinggame.pdf. Next, you will review the Procon.org Website in order to gather information. Then, you will engage in prewriting to examine your thoughts.

Note: In Part II of the assignment (due Week 4), you will write an essay geared towards synthesizing your ideas.

Part I – Prewriting: Follow the instructions below for this prewriting activity.  Use complete sentences and adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

1. Select one (1) of the approved topics from the www.procon.org Website and state your position on the issue.

2. From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.

3.For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

  1. What’s interesting or helpful about this view?
  2. What would I notice if I believed this view?
  3. In what sense or under what conditions might this idea be true?”

The paper should follow guidelines for clear and organized writing:

  • Include an introductory paragraph and concluding paragraph.
  • Address main ideas in body paragraphs with a topic sentence and supporting sentences.
  • Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
  • Create written work utilizing the concepts of critical thinking.
  • Use technology and information resources to research issues in critical thinking skills and informal logic.

Describe how each step builds on the prior step.

Review the 4 functions of management and conduct academic research. In a 1 – 2 page paper (not including reference pages) discuss the following:

  • Explain the four functions.
  • Describe how each step builds on the prior step.
  • Report on your personal experience as a manager performing these functions or your present or a past manager’s performance doing these functions.
  • Your assignment should include APA formatted in-text citations and references page. Your assignment should be checked for proper spelling, grammar, and punctuation.

Sarah and Caroline asked Lori what the AAs were using now to type up their documentation and what would be different with Document Manager.

Using the example situation below complete the following Training Needs Analysis (question set below) and in addition to answering the Training Needs Analysis questions, write a one page double spaced summary over how the information collected would benefit a trainer and why a trainer would use this process.

DST Systems: Document Manager Project

  • The Application Analyst (AA) department manager, Lori Williams, called the training department and asked to sit down and discuss the new product they were rolling out to all the company’s AAs, world wide, and what training could be offered starting on August 11, 2009 and on going as they were looking to roll out Document Manager on October 2, 2009. This product would effect 2500 people.
  • Lori Williams met with two trainers Sarah Ward and Caroline Smith. Lori explained that all of the AAs were creating the same documentation over and over again, but had to save it to their own desktops and were unable to share the information because they didn’t have a document repository. Document Manager was going to fix this problem. All of the AAs could then share documentation. Document Manager too would have a template in it for the AAs to use. Document Manager would make the AA’s work much easier and quicker. The AAs were asked by upper management to be more effective with their documentation. Lori wanted to train all 2500 employees world wide before Document Manger went out to the company on 10/2/09.
  • Sarah and Caroline asked Lori what the AAs were using now to type up their documentation and what would be different with Document Manager. Lori explained that now AAs used Word Perfect 2001, however Document Manager would use Microsoft Word 2007. Due to this huge change Lori believes every employee effected needs to come to a training class that should last at least 2 hours long, if not longer. Since the training would have to be on a computer, the training departments computer classroom’s only hold 15 people per class. Lori also said that she would like to see each employee pass a test using Word 2007 and Document Manager before attaining access to the new programs. She went on to explain that she would also like to have online training for Document Manager and Word 2007 available for all employees via their intranet site. Lori also told Sarah and Caroline that upper management had not yet decided how to reach the global employees for this training. Times were tight and they didn’t want to pay for the employees to travel or for Sarah and Caroline to travel. Lori said that she trusted Sarah and Caroline would have the right answer for upper management.
  • Lori also gave Sarah and Caroline some background on the AAs. She told them that for the most part the AA department’s abilities and familiarity with computers and software was exceptional. Lori had taken over that department only 2 years ago, but she explained how she weeded out the non performing employees and replaced them with hard working, smart, efficient ones. Sarah and Caroline were excited about working with this audience.

 

Training Need Assessment

  • Department:
  • Date:
  • Department Supervisor:
  • Desired Program:

Goals

  1. What organizational goal is driving this training?
  2. What will the benefit be?
  3. What is the skill gap?
  4. What competencies (knowledge, skills, or attitudes) will this program need?
  5. What evaluation will be used to measure the level of goal achievement?

Target Population

  1. Who will be trained?
  2. What is the estimated class size?
  3. How many classes will there be and how long will this training last?
  4. What are the knowledge and skill prerequisites?

Type of Training

  1. What type of program is being proposed?
  2. What media, if any will be used in the training?

Alternatives

  1. What will happen if we do not delivering the training?
  2. What are the restrictions or limitations for delivering a program?
  3. What other methods may be used to reach the goal (include limitations and advantages)?