What Is a Ratio Definition and Examples

Ratios are a helpful tool for comparing things to each other in mathematics and real life, so it is important to know what they mean and how to use them. These descriptions and examples will not only help you to understand ratios and how they function but will also make calculating them manageable no matter what the application. What Is a Ratio? In mathematics, a  ratio is a comparison of two or more numbers that indicates their sizes in relation to each other. A ratio compares two quantities by division, with the dividend or number being divided termed the antecedent and the divisor or number that is dividing termed the consequent. Example: you have polled a group of 20 people and found that 13 of them prefer cake to ice cream and 7 of them prefer ice cream to cake. The ratio to represent this data set would be 13:7, with 13 being the antecedent and 7 the consequent. A ratio might be formatted as a Part to Part or Part to Whole comparison. A Part to Part comparison looks at two individual quantities within a ratio of greater than two numbers, such as the number of dogs to the number of cats in a poll of pet type in an animal clinic. A Part to Whole comparison measures the number of one quantity against the total, such as the number of dogs to the total number of pets in the clinic. Ratios like these are much more common than you might think. Ratios in Daily Life Ratios occur frequently in daily life and help to simplify many of our interactions by putting numbers into perspective. Ratios allow us to measure and express quantities by making them easier to understand. Examples of ratios in life: The car was traveling 60 miles per hour, or 60 miles in 1 hour.You have a 1 in 28,000,000 chance of winning the lottery. Out of every possible scenario, only 1 out of 28,000,000 of them has you winning the lottery.There were enough cookies for every student to have two, or 2 cookies per 78 students.The children outnumbered the adults 3:1, or there were three times as many children as there were adults. How to Write a Ratio There are several different ways to express a ratio. One of the most common is to write a ratio using a colon as a this-to-that comparison such as the children-to-adults example above. Because ratios are simple division problems, they can also be written as a fraction. Some people prefer to express ratios using only words, as in the cookies example. In the context of mathematics, the colon and fraction format are preferred. When comparing more than two quantities, opt for the colon format. For example, if you are preparing a mixture that calls for 1 part oil, 1 part vinegar, and 10 parts water, you could express the ratio of oil to vinegar to water as 1:1:10. Consider the context of the comparison when deciding how best to write your ratio. Simplifying Ratios No matter how a ratio is written, it is important that it be simplified down to the smallest whole numbers possible, just as with any fraction. This can be done by finding the greatest common factor between the numbers and dividing them accordingly. With a ratio comparing 12 to 16, for example, you see that both 12 and 16 can be divided by 4. This simplifies your ratio into 3 to 4, or the quotients you get when you divide 12 and 16 by 4. Your ratio can now be written as: 3:43/43 to 40.75 (a decimal is sometimes permissible, though less commonly used) Practice Calculating Ratios With Two Quantities Practice identifying real-life opportunities for expressing ratios by finding quantities you want to compare. You can then try calculating these ratios and simplifying them into their smallest whole numbers. Below are a few examples of authentic ratios to practice calculating. There are 6 apples in a bowl containing 8 pieces of fruit.What is the ratio of apples to the total amount of fruit? (answer: 6:8, simplified to 3:4)If the two pieces of fruit that are not apples are oranges, what is the ratio of apples to oranges? (answer: 6:2, simplified to 3:1)Dr. Pasture, a rural veterinarian, treats only 2 types of animals—cows and horses. Last week, she treated 12 cows and 16 horses.What is the ratio of cows to horses that she treated? (answer: 12:16, simplified to 3:4. For every 3 cows treated, 4 horses were treated)What is the ratio of cows to the total number of animals that she treated? (answer: 12 16 28, the total number of animals treated. The ratio for cows to total is 12:28, simplified to 3:7. For every 7 animals treated, 3 of them were cows) Practice Calculating Ratios With Greater Than Two Quantities Use the following demographic information about a marching band to complete the following exercises using ratios comparing two or more quantities. Gender 120 boys180 girls Instrument type 160 woodwinds84 percussion56 brass Class 127 freshmen63 sophomores55 juniors55 seniors 1. What is the ratio of boys to girls?  (answer: 2:3) 2. What is the ratio of freshmen to the total number of band members?  (answer: 127:300) 3. What is the ratio of percussion to woodwinds to brass?  (answer: 84:160:56, simplified to 21:40:14) 4. What is the ratio of freshmen to seniors to sophomores?  (answer: 127:55:63. Note: 127 is a prime number and cannot be reduced in this ratio) 5. If 25 students left the woodwind section to join the percussion section, what would be the ratio for the number of woodwind players to percussion?(answer: 160 woodwinds – 25 woodwinds 135 woodwinds;84 percussionists 25 percussionists 109 percussionists. The ratio of the number of players in woodwinds to percussion is 109:135)

Analysis Of Pat Barker s Night - 2568 Words

When people think of war, there first instinct is to think about the physical pain soldiers have gone through, the physical demand of training before and during. What people miss is the mental trauma that affects soldiers during and after the war. In today’s society it is much more acceptable to speak about mental health issues due to the war and we have established a term for it Post Traumatic Stress Disorder (PTSD). We have established many options for soldiers and families who are affected by PTSD. The two books that I am analyzing speak about the idea of mental health or war trauma during World War I and World War II, instead of calling it PTSD the authors call is shell shock, which is close to the definition of PTSD. The two books that I am analyzing is Pat Barker s Regeneration, which is focused on a mental institution and how soldiers deal with shell shock and many other internal struggles. The second is Elie Wiesel’s book Night, which speaks about a family that is taken to a concentration camp and is dealing with the mental trauma that they experience and how they are forced to change the way they think and feel in order to survive. Both touch upon very similar themes when it comes to trauma and survival during and after the war. In Pat Barker’s book Regeneration, he writes in a way that makes you feel a connection with either one or more of the characters in this book. He wants you as the reader to sympathize with each individual who is suffering from physical andShow MoreRelatedEssay about Ideologies, Narrative, Stereotypes and Discourses2263 Words   |  10 Pagesknowledge. With Stereotypes the group who creates them has the power and we as the individual re-present the stereotypes as we recognize them (Lane, Dr. Karen, 2013). The way discourse works in shaping the individual habitus is evident in channel 10’s program The Biggest Loser. 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Generators Electric Power and Ashe Members Free Essays

[pic] Regulatory Advisory A service to members, advisories are produced whenever there is a significant development that affects the job you do in your community. A Message to ASHE Members: The Joint Commission (JCAHO) is conducting a Field Review of its proposed addition to standard EC. 7. We will write a custom essay sample on Generators: Electric Power and Ashe Members or any similar topic only for you Order Now 40 on the inspection, testing and maintenance of emergency power systems. JCAHO proposes to add a new Element of Performance (EP) requiring annual testing of each emergency generator for four continuous hours, under load. ASHE members are encouraged to take full advantage of this opportunity to: †¢ Provide your input on the actual need for this new requirement, †¢ Comment if this requirement will assure greater reliability, †¢ Inform JCAHO of the specific impact to your facility from implementing this requirement as it is proposed. The Field Review will close on February 20, 2006 Standard EC. 7. 40 – Proposed Element of Performance #5 The [organization] tests each emergency generator at least once every 12 months for a minimum of four continuous hours. This test shall be conducted under a load (dynamic or static) that is at least 30% of the nameplate rating of the generator. The Field Review is being conducted on the JCAHO website at: www. jcaho. org/accredited+organizations/hospitals/standards/field+reviews/ec740_std_fr. htm The notice contains background information that identifies emergency electrical generators as a critical resource for delivery of safe care. The background information further explains that â€Å"Testing generators for sufficient lengths of time increases the likelihood of detecting generator reliability problems and reduces the risk of losing this critical resource when it (is) most needed†. A key question ASHE members should comment on is: As it is written – will the proposed requirement lead to more effective detection of generator reliability problems and in doing so reduce the risk of failure under emergency conditions? † The Field Review is organized to challenge both the premise for and the wording of the proposed standard. The survey questions and ASHE’s guidance on responding to these questions are on pages 2 and 3 of this alert. All answers should be for your specific facility based on your experience. In addition to providing input on whether this standard will meet its intent, you should focus on possible obstacles to complying with this requirement including resources (fuel and labor costs), disruption to services and patient care during the test, and air emission regulatory compliance issues. ASHE urges you to seize this opportunity to comment! Your input is essential to ensure this proposed revision is well thought out and will actually improve system reliability. JCAHO Field Review – Proposed Emergency Power Testing Standards The Field Review is an on-line survey launched from the Field Review web page at: www. jcaho. org/accredited+organizations/hospitals/standards/field+reviews/ec740_std_fr. htm The actual survey is conducted through surveymonkey. com with results compiled for JCAHO. Below are the survey questions with guidance on how to respond to each question 1. Name – this is listed as optional but we suggest you provide your name 2. Organization – again this is optional but we suggest you provide this 3. In which one of the following categories are you primarily responding? – there is a list provided to chose from – in most cases you will select the first choice as being a ‘Joint Commission Accredited Organization’. 4. If you are primarily representing a Joint Commission accredited organization, which one category best describes your role in that organization? similar to the previous question this is a list – most ASHE members will choose ‘Facility Maintenance’, Facility Design’, or ‘Safety Management/Security Management’. 5. For which accredited program are you responding to this field review? – a list is provided of each of the JCAHO programs for which this proposed standard will apply. Please select your primary facility (e. g. Hospital). If you have multiple care settings, please consider filling out a survey for each different type of care setting. 6. Does your organization rely on an emergency generator to provide care, treatment, and services during electrical power outages? Yes/No 7. Would your organization rely on an emergency generator to continue care, treatment, or services for four hours or more during extended electrical power outages? – typically this is Yes unless your program allows for the discontinuation of services and facility evacuation 8. Are the proposed revisions illustrated in â€Å"Element of Performance #5†, understandable or clear to your organization? – this is where the â€Å"rubber hits the road†. Comment on the proposed standard as it is written – don’t read into it what you think it is trying to say. If it is not clear please take the time to comment on what is unclear and/or if there is a better way to clearly state what they want you to do. 9. Regarding â€Å"Element of Performance #5†, is the required frequency for testing emergency generators appropriate? – the real question is – should this be an annual test? The 2005 edition of NFPA 110 – Standard for Emergency and Standby Power Systems – requires Level 1 EPSS (Emergency Power Supply Systems) to be tested for at least 4 hours, at least once within every 36 months. ASHE members are represented on the technical committee of NFPA 110 along with manufacturers and designers. This technical committee has voted that a 4 hour test, every three years provides adequate assurance of reliable performance. If you agree with NFPA 110 you should select No. 10. If you indicated no, what would be the appropriate frequency of testing? – NFPA 110 requires 36 months (NFPA 110 – 2005, section 8. 4. 9) 11. Do you feel that a load of 30% of the nameplate rating of the generator required in â€Å"Element of Performance #5† would adequately assess the generator’s fueling and cooling systems during the test? NFPA 110 requires the test load to be the EPSS load running at the time of the test. This is to test the ability of the EPSS to deliver the required power to the outlets, lighting, and systems that are on the emergency power system rather then to simulate it with a load. As written, EP 5 could be met through use of a resistive load bank without testing other vital components of the EPSS including transfer switches and paralleling switchgear. This is a fundamental question – will â€Å"cooking† the engine for 4 hours adequately test he fuel and cooling systems and therefore enhance system reliability? Or is should the entire EPSS be tested? If you feel that the entire system should be tested as required by NFPA 110 – 2005, section 8. 4. 9. 1, answer question 11 as No and list your reasons in the provided space for comment. 12. Would the proposed revisions in â€Å"Element of Performance #5† be burdensome for your organization? – ASHE recommends that you discuss this issue with your administration and safety committee to fully identify all the implications of performing this test annually. Issues to discuss include additional resources (fuel consumption and labor to conduct the test), increased amounts of air emissions from the test (state or regional clean air regulations), and disruption to services during the test such as computer based systems on emergency power, lighting, transportation systems, and ventilation systems. Organizations that have experienced any difficulty in scheduling and performing the currently required monthly tests must ensure that all stakeholders are fully informed and supportive of the scheduling and performance of this proposed 4 hour test. 3. If â€Å"Element of Performance #5† became effective immediately, how long would it take for your organization to be in compliance? – this question only allows one of four responses, with a maximum of 12 months. Your response should be informed by the discussion from question 12. If you feel that none of the listed time frames are adequate, utilize the â€Å"additional comments† a rea at the end of the survey to discuss the compliance timeframe 14. Would your organization utilize outside sources to perform this test required by â€Å"Element of Performance #5†? For example, would your organization need to utilize a load bank to meet the 30% test load requirement? ) – Consider if you have the available staff, the available expertise on staff, and/or the available current load to perform this test without taking on additional outside expenses. If you anticipate additional expenses, provide a ‘best-guess’ of that cost. For questions or comments contact Dale Woodin at dwoodin@aha. org or 312-422-3812 https://www. premierinc. com/safety/safety-share/05-06-downloads/11-ashe-fda-bed-rail-entrapment-05-06. pdf How to cite Generators: Electric Power and Ashe Members, Papers

E Commerce free essay sample

Modern electronic commerce typically uses the World Wide Web at least at one point in the transactions life-cycle, although it may encompass a wider range of technologies such as e-mail, mobile devices social media, and telephones as well. Electronic commerce is generally considered to be the sales aspect of e-business. It also consists of the exchange of data to facilitate the financing and payment aspects of business transactions. The term electronic commerce was invented in 1983 by then-California State Assembly telecom-policy analysts Robert Jacobson and John Statton. The pair in 1981 had authored Access Rights to the Electronic Marketplace, a report to the Speakers Office of Research, to make the case for formally legislating aspects of the nascent industry. It needed a name. So Jacobson and Statton cobbled together the terms electronic and commerce used to define the legislative domain of the Utilities Commerce Committee, for which the two consultants worked. We will write a custom essay sample on E Commerce or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 1983, at an historic hearing of the Utilities Commerce Committee chaired by then-Assemblywoman Gwen Moore (D-L. A. and held in the rural town of Volcano, California (home to Volcano Telephone, then the most-advanced independent phone company in California), the term electronic commerce was introduced for the first time. Testifying at the hearing were the California Public Utilities Commission, MCI Mail, CompuServe, Prodigy, Volcano Telephone Co. , and Pacific Telesis. (A small startup, Quantum Technologies, also asked to testify, but was refused. It later became AOL. ) In 1984, Californias Electronic Commerce Act, the first to deal with consumer rights online, was passed and signed into law. E-commerce can be divided into: E-tailing or virtual storefronts on websites with online catalogs, sometimes gathered into a virtual mall The gathering and use of demographic data through Web contacts and social media Electronic Data Interchange (EDI), the business-to-business exchange of data E-mail and fax and their use as media for reaching prospective and established customers (for example, with newsletters) Business-to-business buying and selling The security of business transactions