...MAT 221 Math is a very interesting and difficult topic for me at times, but I must admit that I enjoyed this week’s lesson on inequalities. I never knew that there were calculations for body mass index until now. Below, I have worked out calculations according to my height that let me know which weight(s) is healthy for me. In addition, I will also work calculations in between as well as the calculations that show which level of weight(s) that I need to stay away from, if I wish to extend my years here. According to page 151 in our textbook, we were given the formula for Body Mass Index or BMI as stated below: BMI= 703W H2 Next, we were asked to calculate the four intervals based on our own individual heights. My height is 72.23 inches. The various intervals include three compound between inequalities and one average inequality. Whenever BMI shows up in the inequalities I will substitute the formula and solve the inequality for W to point out the weight ranges that fit each category for my specified height. As documented, the first interval shows those who might have a longer life span than average. The compound inequality for this is: 17<BMI<22 17<703W<22 This is referred to as an equivalent inequality. H2 17<703W<22 Here H2 has been replaced by my actual height in inches. 72.232 17<703W <22 During the next step, I will multiply all three terms by the denominator. 5217.1729 17(5217.1729)<703W(5217...
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...Inequalities According to our textbook located on page 151 (Dugopolski, M. (2012) the formula for Body Mass Index (BMI) is: BMI = 703W H^2 Now, W is equal to an individual’s weight in pounds and H is equal to the height in inches. The height I will be using in the following problems is 70 inches. The stated intervals combine three compound between inequalities, and one “ordinary,” inequality. For the Body Mass Index (BMI) will be used in inequalities; for this formula they will also be supplemented to solve the inequality for W, that will define the ranges of weight that are particular for the height being utilized. Our first interval indicates which individual might have a longer life span then average. The compound interval that will be used is: 17 < BMI < 22 17 < 703W < 22 Equivalent inequality will be replacing BMI in the formula. H^2 17 < 703W < 22 (70)^2 I have replaced H^2 with my height in inches. 17 < 703W < 22 4900 We square the denominator and then multiply it by each numerator. In this case it will be 17, 703W, and 22. 17(4900)<703W(4900)<22(4900) It has now been cancelled. 49000 83300<703W<107800 Carry out the multiplication 83300<703W<107800 The terms are then divided by 703 in order to isolate W. 703 703 703 118.5<W<153.3 Those with the height of 70 inches may indeed have a longer than average...
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...Inequalities MAT/221 07/14/2014 Compound inequalities and inequalities are useful for creating charts for doctors for the BMI, by giving people the range for how much they should and shouldn’t weigh according to their standards. These calculations could be misguided because they don’t account for certain aspects like body fat and or muscle mass, because to two weigh differently. The BMI equation is equal to 703W divided by H squared. The W stands for weight in pounds or LBS and H stands for height in inches. In the following height we will be using 65 inches. The first compound inequality is 17 less than W over H squared multiply 703 and less than 22. The first step to solving is to divide 703 to 17 and 22. Then multiply both the 17/703 and the 22/703 by h squared. And that will leave us with 17/703 * h^2 < w < 22/703 *h^2, now we will plug in the height of 65 in. and solve the compound inequality. We get the answer of 102.169 < w <132.219. The second problem is 23 less than W over H squared times 703 and less than 25. To solve this compound equality we first divide 703 to both 23 and 25 to remove the 703 from the middle. Then we multiply H squared into both 23 over 703 and 25 over 703. Giving us the problem of 23 / 703 * h^2 < w < 25 / 703 * h^2. The solved problem comes out to be 138.229 < w < 150.248. This we will be the BMI that I will be graphing and using for the interval notations. The notations for this problem are [138.229, 150.248]...
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...Inequalities This assignment involves the use of inequalities in mathematical equations. The formula for finding Body Mass Index (BMI) is BMI =703W/H^2. In this formula W = weight in pounds In this formula H = height in inches. For this assignment four intervals based on our own personal heights must be calculated. I am 6 feet 4 inches tall. My height in inches (or H) equals 76. These intervals include inequalities that are categorized as between or compound inequalities. One interval in this assignment will be a regular inequality. Wherever “BMI” appears in the inequalities, we will exchange the formula and solve the inequality for W to find the weight ranges that fit each category for my height. The first interval calculates those who might have a longer than average life span. The compound inequality for this follows: 17<bmi<22 17<703W/76^2<22 17<703W/5776<22 17*5776<703W<22*5776 98192<703W<127072 (Dividing all by 703) 139.6756<w<180.7567 140<w<181 People with a height of 76 inches may have a longer lifespan if they weigh between 140 and 181 pounds (after rounding up). Now we will do something a little different from the previous problem. Below we will solve the 2nd inequality for the formula for W prior to entering the different values to find W. 23<703W/H^2<25 23H^2<703W<25H^2 Divide all by 703 23H^2/703<w Square H for insertion (76*76) = 5776 23(5776)/703<w 132848/703<w 188.9729<w<205...
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...The History of Inequality: Institutions and Citizenship Throughout history, inequalities have permeated many different societies to different extents. The exclusion of certain groups over the course of centuries and policies that favor the elite more often than not have allowed inequality to persist. Many different policies and factors result in these inequalities, so it can be difficult to narrow down which have the greatest impact, but by examining the history of different programs meant to reduce or perpetuate inequalities, it is clear that the issue of inequalities is one of policy rather than a natural state. According to de Barros, “The inequality caused by unequal opportunities is viewed by most people as fundamentally unfair” (de Barros, 27). This suggests the difference between inequality of opportunity and inequality of outcome. If there seems to be a positive correlation between these two forms of inequality, then we can claim there is something unfair about the system inherently. Furthermore, “some inequality may be tolerated, like inequality caused by differences in effort and talent, particularly when attempts to reduce it could interfere with other ethical objectives, such as privacy and individual freedom. Equality of opportunity is desirable, equality of outcomes (earnings, income, wealth) not necessarily” (de Barros, 27). For example, if a child who, because of chance and circumstance, grows up in a poor family and lacks access to a decent education as...
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...Gender Inequality 1 Gender Inequality KeJuan Barnes Rasmussen College Gender inequality is the imbalance between the position of men and women in our structured societies, and/or cultures. The first aspect that I would like to touch on, which I also believe is one of the more important topics, is the role that men and women play in education. This wasn’t touched on in the book, but I’m speaking from personal experience. Being that I’m a male pre-school teacher in the field of Early Childhood Education, gender inequality is seen highly. When you look at a teacher (role model) working with young pre-school kids, a lot of people expect the teacher to be a female, not male. People tend to associate pre-school teachers as “delicate” and “nurturing”. These are traits that women are naturally labeled with, so people assume female. Having read the book, I’m starting to think differently now. Is this job supposed to be that of a woman’s job because it’s labeled as less prestigious, whereas a principal’s job is more prestigious and held by mostly men? Also, it stated in the book that men make more money annually, hourly, and are given a higher raise percentage. This is all because society paints the picture that men and women are not equal. I believe it stems from physical aspects as well. Men are supposed to be bigger and stronger, and supposedly smarter, whereas women are supposed to be gentle, sensitive, and nurturing. It seems...
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...The topic of pay inequality between men and women in the UK has been of much interest. It has been known that men usually get paid more than women even though they both do the same job and have the same qualifications. Although there is no real justification as to why men get paid more, sociological and political factors play a part in allowing men to get paid more. According to The Telegraph ‘Women in full-time employment earn 15.7% less than men - which adds up to a pay difference of £5,200 a year between the genders.’. This illustrates that despite policies and Acts being introduced to protect the rights of men and women, men still get paid more. An exploration as to why this occurs will be discussed. The definition of inequality according to Wikipedia is ‘the condition of being unequal whether that is socially or economically’. Is it acceptable for a woman who is equally educated and experienced, if not more than a man, to get paid less for working the same hours and job role? The Telegraph also states ‘One in four women working full-time earns less than the living wage, compared to one in six men.’ Why is that women, who are often mothers, have to work the same hours as a man but get paid less? I believe sociological factors play an integral role in this as men are perceived as breadwinners and thus validates them being paid more as an ideological norm. It is often a taboo subject and society looks down upon women who are breadwinners for her family because in a ‘man’s...
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..."The Riddle of Inequality" The riddle of inequality, as Tillich explains, "...Cannot be solved." This inequality is the divider of people, of the have's and have-nots. It seems that this riddle has confused people since the beginning of time and was even discussed in the bible. People always wonder why some have more than others do; they wonder why this happens and how it can change. I believe that this riddle is natural and cannot be changed despite he best efforts of people. Tillich attributes this mystery of have's and have-nots to many factors. First is that if you were granted with inherited talents then you should use them in life to the best of your ability. But if you let them go to waste, then these talents will ultimately be taken away. It is unfair when things are taken away that we might have taken for granted due to lack of attention, such as, "...[the] intense joy and the presence of the mystery of life through the freshness of the young day or the glory of the dying day..." These things are only taken away because we do not pay enough attention to the simple beauty in life and in nature. Although all of these are examples of inequality, I do not agree with Tillich when he claims that this is due to the presence of the divine, by the choice of God. I believe inequality comes from ourselves. We may embrace, or else let it slip away. It is through our lack of conscientiousness that life becomes unequal. I attribute the basic inequalities in nature as...
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...are recognized by people with little/no money or different type of ways of support. When the government allows the economic gap to enlarge, it violates the individual’s rights to equality. Absence of a representative government would threaten all human rights because there would be no establishment for equality. This is exactly what will happen if income inequality is to take over. The rich citizens will make it to where the poor’s voice will be unheard. It is not fair to have a government where more money means more power, so in order for the government to protect equality; they must reduce the income gap. The government should learn more towards lessening the economic gap because it creates social and health problems between individuals. A few studies on this particular topic involve big populations and even the people that are involved. For example, one study suggested that the loss of life from income inequality in the US in 1990 was the equivalent of the combined loss of life due to lung cancer, diabetes, motor-vehicle accidents, HIV-related causes, suicide and homicide (Lynch, et al., 1998). Income inequality puts people...
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...EXERCISES 5.4 A. Sketch the graph of each inequality and write a verbal description of the shaded region. 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. B. Sketch the graph of each system of inequalities and shade the solution. 1. 5. 2. 6. 3. 7. 4. 8. C. Graph the solution region for each system, and indicate whether each solution region is bounded or unbounded. Find the coordinates of the corner points. 1. 6. 2. 7. 3. 8. 4. 9. 5. 10. D. Formulate each of the following as a system of inequalities, graph the system and label the corner points. 1. A furniture company can sell all the tables and chairs it produces. Each table requires 1 hour in the assembly center and hours in the finishing center. Each chair requires hours in the assembly center and hours in the finishing center. The company’s assembly center is available 12 hours per day , and its finishing center is available per hours per day. Find and graph a system of inequalities describing all possible production levels. 2. Juan plans to invest up to P20,000 in two-different interest-bearing accounts. Each account is to contain at least P5,000. Moreover, the amount in one account should be at least twice the amount in the other account. Find and graph a system of inequalities to describe the various amounts that can be deposited in each account. 3. Isko’s Toy Truck company manufactures two models of toy trucks, a standard model and a deluxe model. Each standard model requires 2 hours for painting and 3 hours...
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...Inequalities in Society P1 The society that we live in today isn’t equal, inequalities can be seen in every corner of the earth and there are a whole multitude of different explanations and factors that are causing this. When we talk about an unequal society we are referring to the why one person can and will achieve things such as obtaining their dream job and or fulfilling their lives ambition. But another person with just as much drive and determination, ability and intelligence as the previously stated, one who is equal to any other but does not live a life that holds the same opportunities as everyone else. For a very basic example we state that individuals of different ethnicity will have their thoughts and desires held at higher or lesser importance purely because of where they are from, this is called marginalisation. Stereotyping and prejudices are often interlinked but they are different and both play the part in inequalities, stereotyping being the act of assuming an idea and or image of something or someone while prejudice is a preconceived idea or perception that is formed without any actual experience. Discrimination and labelling are also major factors that can breed inequality, treating somebody different or valuing them differently based on a specific factor about them or assigning them to a category for the same reasons. From all of the above people can develop an attitude towards and person or thing, an example of this would be that say an individual is...
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...Issues in inequality in non-income dimensions Achin Chakraborty Institute of Development Studies Kolkata 1, Reformatory Street, 5th Floor Calcutta University Alipore Campus Kolkata 700 027 India achinchak@rediffmail.com Abstract There are two basic approaches to measuring inequality in non-income dimensions. One views inequality as variation of an outcome indicator across individuals and the other views inequality as essentially disparities across socioeconomic groups. While the latter view now dominates the inequality measurement in health, measurement of education inequalities has so far taken the first view. In this paper, we have argued the importance of reckoning inequality in socio-economic group terms and advocated use of an ‘education concentration index’ exactly in the same way as the health concentration index measures socio-economic inequalities in health. The index has been applied to the Indian data to reckon two kinds of inequalities in educational attainment (years of education) – one across economic classes and the other across socially identified groups such as the Scheduled Tribes, Scheduled Castes and others. We find a strong correlation between the two types of inequalities across the states of India. We also find, as one would expect, that the inequality index values are negatively correlated with the average years of education. However, in actual policy context, analysis of the outliers...
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...Unequal Outcome of Gender Equality Introduction Gender equality is a sensitive issue that has raised concerns in the society. It is a human right as both genders remains entitled to experience a good living free from any fear. The concept tends to have a deep dwell on the women, who are thought to be less fortunate in society than men. The society has it in mind that empowering women and girls are similar to empowering a whole nation. The empowered section of women is popular since they contribute to an increase in health and productivity of the family and community in respective prospects of the next generation. The concept has been in the application, in the Millennium Development Goal, as an agenda, where the countries did aim at eliminating gender disparities in education before year 2015. The countries also did believe that achievement of this goal would lead to subsequent achievement of the rest of the goals. Contrary to all these concerns, the concept of gender equality has led to unequal issues in the society after extreme concentration on one gender. Some of the methods are in clear illustration in the two articles on the description. Article 1 summary The article is under the Bankrate.com Publishers. It title is Bridging the pay gap between the gender. In this article, the author is concerned of the pay gap that still exists among men and women. The gap is often in many times overlooked, or used as a factor of determining the success in women. Source of data from...
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...3.2 Theoretical development The theoretical view in economic inequality has a long history. The deliberation of fair distribution can be old-fashioned to classical economist David Recardio and leftist theoretical matters as Karl Marx. These theorists have already documented the magnitude of distribution in the society, and among different classes of the people. 3.2.1 Kuznets Hypothesis: A reasonably moderate theory which has prevailed in the mainstream academia for about half a century is attributed to Kuznets (1955), which argues that income inequality would change as economic growth changes or more precisely, income inequality would rise first and then decline with economic growth. This theory is related with factor movement between sectors where there is inequality, which permits income distribution does not need to be fully equalized. This theory implies that fairer distribution may lead to higher productivity.[1] Kuznets curve is the graphical representation of Simon Kuznets's theory ('Kuznets hypothesis') that economic inequality increases over time while a country is developing, then after a critical average income is attained, begins to decrease. Figure 3.1: Graphical representation of Kuznets curve One theory as to why this happens, in early stages of development, when investment in physical capital is the main mechanism of economic growth, inequality encourages growth by allocating resources towards those who save...
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