Functions of Behavior

# How to Define the End Behavior of a Function

In order to explain the end behavior of a function in a mathematical equation, one needs to first define the variable. Given: f(x) = | function | x} To find the value of a b, c: Define the graph of a function beginning low and ending high. The horizontal line connecting the two points (x, y) defines the x-axis in the graph, and it defines the beginning of a curve y(z).

It is called beginning because it marks the point where the slope of the function y begins. Likewise, it is called ending because it marks the point where curve it begins its decline.

To describe the end behavior of the following function, we can make use of graphical illustrations. In order to show the answer to the question, how the function starts at x and ends at it, here is a simple way of displaying the function as a graphical illustration.

Draw a straight line between the beginning and end of the curve y(z). Now, draw another line from the beginning point to the lower limit of y(z). The two points (a b), represents the x-axis and y(z) represents the z-axis.

Let us continue our discussion. Define a function f(x), starting at the point a ending at the point b. We can see the functions begin at the lower limit of a and ends at the lower limit of b by drawing the curve corresponding to the x-axis. Similarly, define a function f(x), starting at a point b, and end at the point c. We can see the functions start at the lower limit of c and end at the higher limit of b.

These functions can be written as: f(a b), f(c, d), or simply stated as: g(a b) where g is the natural log of a(b, d). Graphically, it shows that the function f(a b), f(c, d), or simply stated as g(a b), starts at point a and ends at point b.

This is a general rule to be remembered while calculating the slope of a curved graph. For a given range of values of x (such as for the x-axis), the slope of the tangent line will be constant for that range. For instance, if a line extends from (x, y) to (z, x), this would correspond to a function like sin(a b), where a is the slope of the tangent line and b is the value of y. Therefore, the tangent function of a given range of values of a is called the tangent variable.

Graphical illustrations are only one among many ways of expressing a set of mathematical expressions called for by a scientific equation. There is a large number of other forms, such as graphical presentations, probability charts, neural networks (such as the brain’s computing network), waveform analysis, etc. In other words, there is an infinite number of possible formulations of these and other concepts in mathematics. The best way to describe the end behavior of the following function would be to first write down the definition and then derive it by other means.

## Understanding the Functions of Behavior

Understanding how to recognize and change undesirable behavior is a key component to improving your relationships with your children. Often times, our children mimic what they see us doing. They see us arguing in the home, making demands, dominating the conversation, and so much more. As a parent, it is our job to teach them how to behave properly in these situations.

We need to be clear about our expectations, and we need to take action. Identifying the functions of behavior can help you create more effective rules to alter undesirable behavior.

Simply understanding the functions of behavior, however, does not get you anywhere unless you are able to apply this knowledge to your own behavior. This means recognizing when you need to give a punishment, when you should be praising a child, and when you should be encouraging him or her. Understanding the functions of behavior, and applying them to your daily life, can be difficult.

However, if you are consistent in your application, you will soon notice that your child does indeed respond appropriately to positive reinforcement, positive reinforcers, and positive encouragement.

A final example of the functions of behavior is that if you get something done, you do not have to repeat what you did in order to get something else done. If you get something done, you only have to do it one time.

This makes it easier to avoid repeating an undesirable behavior (such as arguing with a child) because the rule is not “do it again”, but “just do it”. When you do something and your child understands it, he or she is likely to try to follow your example as much as possible.