Rates of Reaction :: GCSE Chemistry Coursework Investigation

Regardless of whether the quality of Hydrochloric corrosive will influence the speed of the pace of response while responding with Magnesium Ribbon. I need to see if the quality of Hydrochloric corrosive will influence the speed of the pace of response while responding with Magnesium Strip. Factors There are two significant autonomous factors in my examination the first is the convergence of the Hydrochloric Acid utilized during the examination. The convergence of the corrosive will mostly decide how quick the response happens, in the event that we put a portion of the magnesium strip into the HCL at 2molar then it may have basically disintegrated inside a couple of moments and afterward I would not have had the opportunity to record down any OK enough outcomes to plot a diagram with. The other significant autonomous variable that will influence the speed of the rate of response is the length of magnesium strip. We have to put enough Mg Ribbon into the HCL with the goal that it doesn’t run out straight away however likewise with the goal that the test stops without anyone else once the gas syringe has topped off. The explanations behind picking these two autonomous factors are that it would be too difficult to even think about trying and discover an impetus for this test; a impetus is a substance that expands the pace of a synthetic response without being devoured in the response. Finding an impetus for this specific test could take months quit worrying about the measure of time we have been given for our examination. The free factor that I will change will be the hydrochloric corrosive, we will utilize 50ml of HCL at the accompanying molarity fixations; 2molar, 1.6molar, 1.2molar, 0.8 molar and 0.4 molar. I have chosen to explore different avenues regarding these various qualities of molar since I figure it will give a wide arrangement of results to place into a chart. The dependant variable I will quantify will be the time it takes for the magnesium to totally respond with the hydrochloric corrosive, I will record the occasions for every convergence of hydrochloric corrosive multiple times with the goal that it makes it a reasonable test. To guarantee the examination is reasonable we will utilize a similar length of magnesium strip for all the various qualities of hydrochloric corrosive what's more, the length will be the one that we chose from the starter tests. Another manner by which we will keep the examination reasonable will be to complete a test at every centralization of hydrochloric corrosive multiple times so we would then be able to get ideally around a similar result from each trial, and if there are any inconsistencies we can attempt to clarify why they occurred.

Strategic Profile and Case Analysis Purpose Essay Example For Students

Vital Profile and Case Analysis Purpose Essay Lincoln Electric has been the universes biggest maker of bend welding items for as long as thirty years. Notwithstanding its welding items, Lincoln additionally delivers a line of three-stage exchanging flow modern electric engines. Their system is straightforward, diminish expenses and pass the reserve funds through to the client by persistently bringing down costs. Lincolns the executives accepted its motivating force framework and the atmosphere it encouraged are liable for the persistent increment in efficiency with which their system depends on. Under the motivating force framework, workers are abundantly compensated for their profitability, excellent, cost decrease thoughts, and individual commitments to the organization. Lincolns system had remained for all intents and purposes unaltered; it had accomplished an advantageous record in following this methodology reliably and along these lines wanted to adjust it later on. Circumstance AnalysisInformation innovation keeps on gett ing less expensive and have progressively useful applications for each sort of business. Utilizing databases an organization can sort out complex information conveyance of data on request at a quick pace. Lincolns Order division had as of late started modernizing its activities. Just because a PC will be utilized in the organization except for the designing and research division. The PC was relied upon to supplant 12 or 13 workers who might be moved to new openings. Like anything new the PC was not completely supported by top administration since individuals didn't know it could create investment funds and permit a more noteworthy level of control. The transformation procedure has worked out in a good way, albeit more slow at that point foreseen on account of request pressure being so high. We will compose a custom paper on Strategic Profile and Case Analysis Purpose explicitly for you for just $16.38 $13.9/page Request now Lincolns procedure has supported the exit of a few significant organizations (for example General Electric) from the business and made others look for increasingly specific zones. Not at all like different organizations Lincoln has a pay strategy to remunerate representatives for speedy effective work. Practically all creation laborers at Lincoln are paid on a straight piecework plan. They have no base pay or hourly sway yet are paid a set sum for every thing they produce. The second component of the pay framework is a year-end reward. The reward isn't a blessing, however it is the sharing of the aftereffects of effective activity of the premise of commitment of every individual to the achievement of the organization for that year. Notwithstanding Lincolns impetus program another significant serious edge for them is their business power. The business power is paid a pay in addition to a reward. They value working a greater number of hours than any other individual works. The business power is known to be the most generously compensated and most diligent in the business. Recognizable proof of Environmental Opportunities and Threats and Firm Strengths and Weaknesses. The qualities, shortcomings, openings and dangers (S.W.O.T.) of Lincoln Electrics methodology can be appeared to profit their organization and obstruct it at different occasions. The best quality in Lincoln Electric is their capacity to undermine contenders costs by methods for less expensive creation costs. Referenced before, they can do this in view of their impetus program, where they reward workers for speed, quality and imaginative thoughts. This procedure is the primary motivation behind why they can turn away danger of outside contenders having a lower cost with a high pace of value. It is difficult to contend when you cannot beat the contender costs of great items. The administration at Lincoln learned many key factors about their representatives and how they like to function. For whatever length of time that the representatives complete their activity the administration disregard them. It could be said they work for themselves, they settle on their brakes and lunch times (mo st work through their brakes) and the harder the m!ore items they produce in a day the more cash they make at long last. The representatives like this, since they like being liable for themselves and not relying upon others, likewise they decide their check by how hard they work during a given day. Lincoln Electric has an arrangement of filling everything except section level situations by advancing from inside the organization. Any representative can go after a job that includes opened inside the organization. On account of the companys continued development and strategy of recruiting from inside, anybody gets an opportunity for headway in the organization. The main other approach to find a new line of work at Lincoln other than beginning the floor is to enter their preparation programs in deals or designing. Lincoln doesn't give educational cost awards to instructive purposes and they don't send its representatives to outside administration advancement programs. Technique Formulat ionLincolns procedure has been extremely effective for them in the course of recent years, which comprises them being the pioneer underway of circular segment welding gear. In view of their traditionalist nature, Lincoln has not looked carefully enough at what benefits they will get by improving their innovation through PCs. They have been delayed to execute their first framework in the requesting division despite the fact that they anticipate investment funds of $100,000. Persistent instruction has been a trendy expression of partnerships for the most recent decade. Pretty much every significant organization around the globe has spent a lot of organization benefits and hours on workshops and instructional courses to guarantee their representatives are modern on each new improvement in their industry. Lincoln Electric has not spent dollar one on preparing. They don't give awards for instructive purposes and has never sent somebody to an outside administration advancement program. Th ey feel that difficult work and steadiness is increasingly significant at that point burning through cash on the executives instructional courses. Lincoln Electrics representatives try sincerely and proficiently so they can improve their legitimacy rating without fail they may bargain brakes and cut corners any place conceivable to build their yield. At the end of the day working for Lincoln Electric sounds incredible on the grounds that you have the chance of gaining a high check, however the degree of worry in a domain like that must be gigantic. A worker would fear phoning in wiped out with this season's flu virus since that would mean missing an entire days profitability and costing a great deal of cash. Numerous representatives work through their brakes to increment out put; the main time they are away from the creation line is thirty minutes for lunch during an entire day. Having a major check toward the week's end is consistently decent however in a high region of stress trad ing off your wellbeing or security how significant is it truly? Vital Alternative ImplementationLincoln Electric comprehends the fundamental drive of their representatives, the harder you work the more cash you make. This procedure has been functioning admirably for them and the workers themselves like it in light of the fact that the turnover pace of representatives is the most minimal in the business. Their administration strategies might be unique, yet you can't contend that they are not working since they are the business heads. As a result of this I would not hop into spending loads of cash on sending administrators to meetings to improve their aptitudes. On the off chance that I were in an upper level situation of the executives with Lincoln I would hope to time and cost sparing open doors inside the organization. My first assessment is improve Lincolns absence of innovation. Since everybody at the organization thinks minimal about data advancements and how they can support th e organization, I would hope to get an outside specialized counseling organization. Along these lines the could come in, take a gander at our activity and give an introduction to upper managem!ent pretty much constantly and cash we could spare by joining the innovative age. Another bit of leeway of getting outside experts would be we would have a decision, we could tune in to a couple various firms and afterward settle on the best one to address our issues. It is the ideal opportunity for Lincoln electric to quit dreading change and to utilize PCs outside of the Research and Design (Engineering) divisions.

Registering for Classes

Registering for Classes Hey guys, As a broken in undergraduate student I thought I would share some of my wisdoms about registering for classes with those of you reading who are incoming undergrads. For my first semester most of my classes were based on requirements from being in Art Foundation so there was little choice, therefore less confusion. With my second semester, I had complete freedom of what I could register for with a few required classes, and while I admired the freedom I was also scared from having to make so many decisions for myself. Things to Remember when Registering DAR’s Report If you’re an incoming student, you may or may not be familiar with your DAR (Degree Audit Report.) Your DAR’s is basically a record of all the classes you’ve taken, the requirements you’ve fulfilled and your grades over the course of your time at the university. It’s essential to check this as often as you can, especially when registering for classes, so you’re aware of graduation requirements you’ve fulfilled and requirements you still need to satisfy. 2. Talk to your advisors I would suggest becoming well acquainted with your advisors, because this is the year of discovery and a lot of answers to the questions you’ll haveâ€" especially relating to your schedule will come from them. Before finishing registering for classes or before your time ticket expires I would recommend emailing your advisors and setting up a meeting to just go over your schedule and make sure everything is how it should be, and that you’re on track. 3. Change While registering for classes, it’s also important to remember that your schedule is always open to change. You may realize you don’t like a class the second week and decide to drop it, or you may discover that the course is more challenging than you can handle at the moment. This past semester, I was enrolled in a really stressful art history class and the instructor’s way of teaching just wasn’t concise enough for me, so I decided to drop the class. These events are all ok, and needing to drop a class or altering your schedule in any way is nothing to feel shamed for. Thanks for reading ! Indyia Class of 2019 I’m an Art Foundation student in the College of Fine and Applied Arts, and after Art Foundation I plan on majoring in Art Education. With my degree and teaching certificate, I want to teach children how to use their emotions, thoughts, and surroundings to create art.

The Industrial Revolution And The French Revolution

Both the Industrial Revolution and the French Revolution induced great social transformations from the end of the 18th century on. The revolutions laid the foundation for the journey of modernization for Great Britain and France. Although the two countries were merely separated by the English Channel, the relatively low degree of pre-industrial international communications hindered the interaction of both events. Nevertheless, it is not coincidental that the revolutions occurred roughly at the same time: the rapidly increasing economic demand as well as the emergence of enlightenment philosophies served as the stimuli. However, the varied application and reaction to the two elements are country-based: the difference in the availability of natural resources, the class relations in each states, and the dissimilar applications of the philosophical ideas developed into the two distinctively varied revolutions. David Landes observes that the Industrial Revolution unfolded in England because of its economic and natural resources. In a period of time that population skyrocketed due to the agricultural revolution, food production, good transportation, and textile manufacture were facing enormous challenge to meet the need from the consumers. The escalating demand in England inspired the producers to experiment new way for standardized and mass production. In the middle of England, abundant coal and iron mine sites were located in the shallow ground. Meanwhile, the river network inShow MoreRelatedThe French Revolution, the Industrial Revolution and the American Revolution1831 Words   |  8 PagesThere is no Revolution without a Dance Before it A little essay about the reasons and the outcomes of The American Revolution, the French Revolution and the Industrial Revolution. Jakob Tegnà ©r History A 20/03/06 Katharina Brummer Bjà ¶rk Source Criticism In order to achieve this essay I found help in three different books. The first book, A History of World Societies by the authors McKay, Hill and Buckler, was my primary source. It is a history book of 1800 pages which thoroughly explain the basisRead MoreIndustrial Revolution Impact on the French Revolution1310 Words   |  6 PagesThe French Revolution was influenced by previous events. The idea of treating everyone equally was a cutting-edge view in the eighteenth century. Also novel was the notion that people in the lower social stratum should obtain access to commodities previously reserved for only the upper class. This cultural change for the majority of the populace, focused on promoting the ownership of manufactured goods, also impacted the French Revolution. The industrial change, however, had a longer impact thatRead MoreThe French Revolution and the Industrial Revolution Essay1300 Words   |  6 Pagesthe greatest transformations, reformations, revolutions and many othe r critical events that ever took place in human history. The credit is given to all these revolutions for enlightenment of mankind. The two most important revolutions were the French revolution and the industrial revolution. One can feel that both of these revolutions mutually reinforced each other and later became the back bone of all other revolutions. On the other hand, both revolutions had totally different impacts and consequencesRead MoreSuccesses And Failures Of The French Revolution And The Industrial Revolution1391 Words   |  6 Pagesand Failures The French Revolution and the Industrial Revolution are both meaningful revolutions that altered the English and French citizens permanently during the end of the eighteenth century. They undoubtedly contrast in the ways in which they occurred and the reasons why they developed. However, both the French Revolution and Industrial Revolution have ways in which they succeeded as a revolution, as well as obvious failures. The Industrial Revolution and French Revolutions bittersweet consequencesRead MoreIndustrial, French, and American Revolutions: Common Social Revolutions?764 Words   |  4 Pageshistory there have been many important revolutions that have help to shape society as it is today. There are different causes, from political to religious, economic to social. Any revolution affects those in society, and creates changes for the people in the society. There are three important revolutions that took place in the late 18th century that changed the world for the better. The Frenc h Revolution, the American Revolution, and the Industrial Revolution all took place in the late 1700s. AlthoughRead MoreThe Age Of Romanticism During The French Revolution And The Industrial Revolution2007 Words   |  9 Pagesdisparate worlds where they could enjoy their flights of fantasy. The age of romanticism was blessed with many poets who mesmerized everybody with the worlds they created. There was political tumult during this period due to the French revolution and the Industrial revolution. This compelled the poets to search for peace and solace in their own idealist worlds. They escaped into their utopian lives where they could experience freedom and happiness. The major poets of romanticism are William WordsworthRead MoreThe Social Conditions Of The 19th Century Essay1320 Words   |  6 Pagesfollowing the French and Industrial Revolutions. These world changing events are mostly causing plagues for the working class. These 19th century conditions cause the people to rev olt against the social reforms of the existing world and reveal the need for a new social structure. The newly emerging Industrial revolution results in a shift within economic classes, which are the bourgeoisie and proletariat. The 19th century’s conditions are a result of the Industrial Revolution, French Revolution, and UrbanizationRead MoreAmerican and French Revolution - Essay1419 Words   |  6 PagesAmerican and French Revolutions declared that their goal was to create a new political system based on the principles of liberty and equality. However, the interpretation of those ideas by the American Founding Fathers turned out to be distinctly different from that of the French revolutionaries. How did those different interpretations of the concepts of liberty and equality affect the outcomes and the legacies of both revolutions? Analyze, compare, and contrast. The American Revolution officiallyRead MoreThus, Great Britain, the first of the world countries endured industrial revolution, to the middle900 Words   |  4 Pages Thus, Great Britain, the first of the world countries endured industrial revolution, to the middle of 19 century turns into the most powerful power possessing the biggest colonial empire which allowed to provide own industry with necessary and cheapest raw materials, and also an extensive sales market of finished products.Orientation of the major branches of production, and in particular textile, on the colonial market will have an adverse effect subsequently on economic development of Great BritainRead MoreThe Causes And Effects Of Europe945 Words   |  4 Pageshistory will reveal a constant theme of revolutions and counterrevolutions across space and time that have shaped the very foundations of societies across the expanse of the continent. Furthermore, these revolutions occurred in many different spheres of daily life. For instance, some revolutions featured prolonged periods of violent political upheaval while others featured a more subtle revolution, changing the very social fabric of Europe. In addition, some revolutions centered on economic change while

Apartheid in South Africa - 1088 Words

Music played a pivotal part in boosting the morale of those who fought for freedom against white domination. Music is define as an art that allows an individual/ group express emotions and conveys a story through rhythm, melody and harmony. Music allows communication to happen, to forms an emotional bond between the musician and listener through vulnerability. Music serves the purpose of creating connections and unifying a group of people that share common ground. With that being said, the role of music during apartheid touches all four of those bases and furthermore. In this essay the topic â€Å"What was the role of music during apartheid?† will be explore the developmental process of Music in South Africa from internal and external influences, and what impact it specifically have on those who fought against apartheid. Apartheid in South Africa started in 1948 when the apartheid policy was passed as Reverend Doctor DF Malan of the National Party was president of South Africa at the time. However prior to the passing of the new policy, segregation between races had already made a presence. This caused the minority race group, white citizens, to obtain the majority power and advantages all due to skin colour. Black South African citizens were treated unfairly and inhumanly by the ruling government and were also used as cheap labor. The new legislation contained a â€Å"Group Area Act† further segregating races by dividing the suburbs up and allocating sections to specific races andShow MoreRelatedThe Apartheid Of South Africa1174 Words   |  5 PagesSome periods in human history are simply shameful. The period of apartheid policy in South Africa was one of these times. Apartheid featured a rebirth of racist legislature in South Africa from the 1950s to the 1990s. Essentially, these laws t reated people who were not white as completely separate from society; the term apartheid literally means â€Å"apartness.† The national legislature in South Africa wanted to suppress blacks and ensure a white supremacy in the government. Basically, politicalRead MoreSouth Africa Apartheid And Oppression1695 Words   |  7 Pages South Africa Apartheid (oppression) Oppression is at the root of many of the most serious, enduring conflicts in the world today. Racial and religious conflicts; conflicts between dictatorial governments and their citizens; the battle between the sexes; conflicts between management and labor; and conflicts between heterosexuals and homosexuals all stem, in whole or in part, to oppression. It’s similar to an article in south africa that people have with racial segregationRead MoreApartheid and The Future of South Africa in Cry, The Beloved Country1044 Words   |  5 Pagesall characters from Alan Paton’s book, Cry, The Beloved Country, are used to share Paton’s points of view on the future of South Africa and the apartheid. Paton uses these characters to represent specific views; Arthur expresses clearly that the apartheid isn’t the right way to progress as a country, Napoleon exemplifies how Paton thinks people should take the anti-apartheid effort, and Msimangu explicitly expresses Patonâ €™s ideas of an ideal leader. Arthur Jarvis was the son of James Jarvis, anRead MoreEssay on South Africa Under Apartheid: A Totalitarian State1356 Words   |  6 PagesDuring the Apartheid Era, there emerged from South Africa cases of gross human rights abuse, racism, police brutality and general mistreatment of the non-white population. Excluding the fact that South Africa was never ruled by a dictator, it can be argued that some of these features were totalitarian and that South Africa was, to a certain extent, a totalitarian state under Apartheid. This discussion will analyse the totalitarian features that were apparent during Apartheid, and will be structuredRead MoreTo What Extent Did The Collapse Of Apartheid South Africa ( 1991 ) Really Bring About Change For The Bantu Population1458 Words   |  6 PagesTo what extent did the collapse of Apartheid in South Africa (1991) really bring about change for the Bantu population? The collapse of Apartheid in South Africa (1991) brought only a small amount of change for the Bantu population. South still faces racism in society, due to the continual domination by the â€Å"white† population with race interaction limited to the false â€Å"rainbow† television campaigns and promotional Africa strategies. At the close of Apartheid, a number of false statements were usedRead MoreHow and why did the apartheid system come into existence in South Africa and how was its existence maintained and enforced for so long?1593 Words   |  7 PagesThe term apartheid was one of the most politically charged words in the second half of the 20th century, and still remains notorious today. Apartheid translated from Afrikaans means separateness or apartness. However when the National Party came to power in South Africa in 1948, it took on a much more sinister meaning and today is associated with racial and ethnic discrimination. The roots of apartheid stem deep into South African history. It started way back during European settlement, andRead MoreApartheid in South Africa1118 Words   |  5 PagesApartheid In South Africa APARTHEID Apartheid is the political policy of racial segregation. In Afrikaans, it means apartness, and it was pioneered in 1948 by the South African National Party when it came to power. Not only did apartheid separate whites from non-whites, it also segregated the Blacks (Africans) from the Coloureds (Indians, Asians). All things such as jobs, schools, railway stations, beaches, park benches, public toilets and even parliament. Apartheid alsoRead MoreThe Apartheid Of South Africa1159 Words   |  5 PagesDuring the year of 1948, the lives of south Africans changed forever. The National Party, which was an all-white government, gained power and created hell for non-white citizens, their goal was to have white people continue to dominate the country and to keep each race separated from each other; even though at the time whites were only 20% of the population. The apartheid, which literally means â€Å"apartness† lasted until 1991, and during this time many acts were passed. One being that â€Å"non-white AfricansRead MoreThe Apartheid Of South Africa Essay1742 Words   |  7 PagesNelson Mandela and protesters during South Africa s journey away from apartheid. It’s a curious ponder, in fact, that America’s and South Africa’s ascents from racial discrimination were possibly involved with each other. However, while the world may be convinced the nation is out of racist dep ths, evidence displays the rise from discrimination in South Africa is undeniably incomplete. There is a dangerous and unresolved influence of apartheid in South Africa today. After World War 2 was won byRead MoreThe Apartheid Of South Africa1333 Words   |  6 Pageshistory of South Africa all we could see is racial discrimination. Africa was all in control of Whites till 1994. South Africa got free from racial discrimination when Nelson Mandela took a step became the first black prime minister of South Africa. Contemporary South Africa is now economically strong and it is completely a racial free state. The contemporary South Africa is now in race with every state in every field. Before 1994 South Africa was completely under control of Apartheid. WHO IS APARTHEID

Poverty in America A Global Epidemic Free Essays

A Global Epidemic Ben Sims Sociology 445: Contemporary Social Problems Professor Shannon Sellers August 2, 2014 Of all the social problems that exist within America today, poverty Is undoubtedly the most prevalent . The stigma of poverty Is no longer solely the plight of third world countries, but rather an epidemic that has vigorously manifested itself in the united States at an alarming rate. Yes, in America, the country teeming with an abundance of natural resources and the patents to the most pioneering technological advances f modern time, Indisputably faces an unprecedented burden of poverty. We will write a custom essay sample on Poverty in America: A Global Epidemic or any similar topic only for you Order Now It is estimated that more than 46 million Americans live in poverty in the US (Tighten 157). American families are increasingly finding themselves struggling to make ends meet, and with the continuing rate of unemployment and the rapid increases to the cost of living more and more families are left to choose between the very basic necessities of life such as food, shelter and healthcare. Poverty has also had a profound impact on education and crime, predominantly in inner-city communities where the wealth inequality is most apparent. With all the carnage caused by poverty being distinctly obvious In America why Is nothing being done about It? Does anyone care? Sadly, the most egregious aspect of the epidemic of poverty in America is that it doesn’t have to exist at all. The US ultimately has the resources and means to eliminate poverty altogether, if only it was placed as a high enough priority. To truly comprehend the profound impact that poverty has had on America, there must first be an understanding of what poverty essentially means and how It was caused. Webster dictionary describes poverty as â€Å"the state of one who lacks a usual 1 OFF Dictionary). The textbook however, offers a more in-depth perspective on the term stating that poverty is â€Å"a standard of living below the minimum needed for the maintenance of adequate diet, health and shelter† (Tighten 181). This definition implies that the poverty threshold is based on those who can make the minimum amount of money required to maintain a decent level of life and those who cannot. Although these particular descriptions of poverty are not necessarily wrong, they are also not entirely accurate. When most people think of poverty the assumption may be that the core percentage of those actually living in poverty are the homeless or unemployed, but relative to popular belief most of the people living in poverty actually work. They are classified as the working poor. According to US Census data over 2. 6 million full-time workers lived below the poverty line in 2010 (Tighten 161). How is this possible? First and foremost, the federal minimum wage requirement in the United States is $7. 25. So for an employee who works 40 hours a week their total monthly salary would be $1 , 165. 0 before taxes. Now let’s analyze how much it would cost for an average American earning a minimum wage salary to pay for the 3 most Asia necessities in life: food, shelter and health care. The average percentage that Americans pay in housing costs is approximately 28 to 35 percent of their take home pay (Curmudgeon, 2010). 28 percent of $1,160. 00 is $324. 80. According too 2010 survey conducted by the US Bureau of Labor Statistics Americans spend roughly $1 51. 00 a week on food, equaling a whopping $604. 00 a month (Mended, 2012). If we add the average monthly cost of healthcare under Beam’s Affordable Care Act, which is $328. 00 (Persuade, 2014), the total monthly expenses for Just the basic necessities alone is a staggering $1 ,256. 0. The basic necessities alone total more than the average worker, earning minimum wage, in America makes in a month and that figure still doesn’t account for utility bills, transportation and other miscellaneous expenses. Not to mention the addition of a spouse or children. It is important to understand that poverty is a very complex social dilemma, with a variety of unfounded stereotypes that persist about its causes. One of the most common misconceptions about poverty is that the poor inherently cause their own poverty, alluding to the poor having a lack of drive and ambition necessary to change heir financial status. This perception is often referred to as the person-blame approach . This means that social problems such as poverty are the result of the pathologies of individuals (Tighten 163). Although this notion is credible, in this particular instance, it is slightly off kilter due to that fact that even though 2. Million people go to work and log over 40 hours a week they still won’t surpass the threshold of even half of the nation’s median salary. And therein lies the problem. The issue is not whether members of society are willing to work, because not only are a majority f the poor willing and able to work hard, they do so when given the opportunity. The real root of the problem is the minimum wage requirement in the US and the lack of access to adequate education and trainin g necessary to acquire better-paying Jobs. The system-blame approach is more fitting in this instance because there is no shortage of people willing to work but rather a shortage in the amount that is being paid out for said work. There is also no shortage in people willing to procure and utilize the sufficient training and education needed to attain better employment but underprivileged. Although the government has in fact tried to implement programs to solve the problem of poverty in America, many of these programs contained crucial flaws and in many cases made the predicament worse. Welfare is the most notable of these programs. Welfare was established to assist underprivileged families and individuals get out of poverty (Tighten 165), but have ultimately led to a disturbing rate of dependency. Instead of assisting families welfare had essentially enabled them in many ways, with a vast majority of recipients not feeling the need to work. Provisions thin the program even made it easier to stay on welfare than to seek employment and encouraged unmarried woman to have children. Thus, the enactment of the Welfare Reform Act of 1996. This bill was established to reduce the number of families and individuals dependent on government assistance. These institutional changes helped to reduce welfare dependency by mandating that recipients actively seek work while receiving government assistance, increasing the level of accountability for those in need of financial aid. The government also developed several other programs in an effort to curve poverty such as the Temporary Assistance to Needy Families program (TANK) which provides financial assistance to low-income families but also requires them to work at least 20 hours a week to receive benefits (Saddler, 2012). Addition services such as Medicaid, Food Stamps and WICK were all established to essentially assist low-income families achieve financial stability while progressively becoming independent of all government aid. Although these programs and institutional amendments have been extremely valuable in assisting the poor and underprivileged maintain a sustainable level of life, unfortunately they haven’t been enough to end or even cut the poverty level in Alfa. These programs have ultimately helped sustain the global threshold of poverty in many ways by serving to only assist low-income families get through financial difficulties instead of helping them get out. The only way for members of the underprivileged society to rise above poverty is to provide the means to earn more than the nation’s median income. This goes back to the need for programs that assist individuals in acquiring the knowledge and training necessary to acquire higher paying Jobs and also for the government to raise the minimum wage requirement. Perhaps the most compelling explanation for the persistence of poverty is the remarry of private profit. The basic principle of capitalism is – who gets what is determined solely by private profit rather than collective need (Tighten 173). By private corporations emphasizing the theory of maximizing profits they ultimately end up endorsing poverty. This is done by companies paying their workers the minimum amount possible including benefits and pocketing the wealth that was created by laborers and distributing it among the owners instead of the working class. Primacy of profit also endorses poverty by employing a bevy of uneducated and desperate laborers who are eager to work for low wages. Many of these laborers are illegal immigrants and don’t view having benefits as a necessity. This in turn makes it extremely profitable for owners of businesses and large corporations to hire these workers because of the amount of money that they will be able to save while still being able to employ laborers full time. Poverty is supported and maintained through my belief that the US government has made attempts to curve the impact of poverty, I believe that the United States has the power to end poverty all together. This can be accomplished by making poverty a top priority. The United States spends roughly 712. Billion dollars of our nation’s defense each year (Tighten 177). A percentage of that figure can be deducted and contributed to combat poverty without Jeopardizing our nations’ defense at all. This extra money could be used to provide adequate schooling and fund programs that promote academic advancement in inner-city communities. Those funds could also be used to provide training seminars for individuals with limited education who seek higher paying Jobs and wish to be more competitive candidates in today’s Job market. Most importantly however, those funds could be used to raise the federal minimum wage requirement to a level that allows ore people to earn above or at least earn wages comparable to the nation’s median salary. How to cite Poverty in America: A Global Epidemic, Papers

Importance of Supply and Demand

Question: Discuss about the Importance of Supply and Demand. Answer: Introduction Supply and Demand are two of the most important feature of any market. Demand is simply the amount the people are interested or willing to buy at the price prevailing in the market. In other words, demand is determined by the buyers and the way that all the buyers respond to changes. Supply is the number of units that buyers are willing to supply at the prevailing price. Changes in supply is determined by the way the quantity produced will differ in the face of changes in price. Market equilibrium occurs at the point where the quantity demanded in the market is equal to the quantity supplied in the market. Any changes in price driven endogenously (with the framework of supply and demand) or exogenously (outside the framework of supply and demand) will have an impact on either the quantity demanded or the quantity supplied. However, this concept can be most conveniently explained with the help of an example. Hence, for the purpose of this paper, the commodity that has been chosen in o rder to show the changes in demand and supply will have an effect on its price is coffee (Varangis, 2014). Before getting to the supply and demand it would be interesting to define the good. Coffee is consumed by virtually everyone in society and, therefore, to that extent it is a necessity. It is important to bear in mind that the utility that is served by coffee can also be served by tea, green tea, or other forms of tea. Hence, both tea and coffee are perfect substitutes. Along with this there are a number of other factors which influences the supply and demand for coffee which will be covered in the next section. It is essential to keep in mind that the supply and demand are influenced by a number of factors. All those factors are influential in determining the supply and demand. The market equilibrium responds to all the changes in the market for coffee. Hence, change in other factors also lead to shift in market equilibrium which will lead to a shift in either demand or supply or both. Hence, the achieving a state of market equilibrium is a dynamic process which depends on a range of factors which will be analyzed in the next section (Tian, 2013). Analysis of Supply and Demand A Case Study of Coffee As mentioned, the initial assumption made regarding the nature of good is that it is a necessity. Hence, the simple and basic rules of demand will apply here which is that a rise in demand will be triggered by a fall in price. Similarly, a rise in price will lead to a fall in demand. The effect on the supply curve for a rise in price will be opposite to that of the demand. A rise in price will entice producers to produce more and will lead to a rise in quantity supplied. Therefore, the traditional rules for supply and demand are applicable here, as can be noted from the explanation (Thomas and Maurice, 2008). For the analysis to follow it is important to make the distinction between increase in quantity demanded and increase in demand. Increase in demand will mean the complete shift of the demand curve either to the left or the right. On the other hand, quantity demanded means the quantity demanded and supplied has changed due to change in the prices. However, there are other external factors which also play a role in fixing the market equilibrium. Analyzing all the factors will be an important part of the exercise that will undertake in order to understand the dynamics of the market equilibrium (Pearson, 2010). There are a number of factors which does play a role in determining the both the level of quantity demanded as well as quantity supplied at the level. More insightful understanding of the dynamics can only come with knowing the factors that influences either the demand or the supply (Mankiw, 2009). In the coming paragraphs we will first briefly analyze the way in which the market functions. In other words, the diagrammatic presentation along with relevant explanations will be presented in ways in which the changes in supply and demand has on the equilibrium. For instance, how the change in supply and demand does influences the market. The way in which the price and quantity will react will be an important function of the exercise to follow and it will help us to know the dynamics of the changes. After that, we will look at some of the factors which plays a crucial in impacting the supply and demand. The reasons that either demand or supply responds to those factors will also be explained. It is essential to highlight that demand and supply are constantly based on these factors and it is these factors which influences the way in equilibrium changes from one position to the next. The change in the equilibrium from one position to the next is driven by changes demand curve or supp ly or both the curves (Birchall, 2016). We will first explain the basic mechanics of the supply and demand. The price that prevails at the intersection of the two curves will be an important part of this discussion. The diagram given below shows the equilibrium price and quantity that prevails in the coffee market. At a price of 5 dollars the quantity demanded and quantity supplied is equal to 10. Therefore, the market equilibrium is given by the point E. This point is the point where the quantity supplied is equal to quantity supplied. In simple terms, when the producers are willing to supply a quantity of 10 whereas the consumers are willing to buy 10 units of the coffee the price that will prevail in the market is 5. This is the standard supply and demand situation that prevails in the market for any good (Gordon, 2005). If the market moves out of equilibrium then it would throw up scenarios where shortage or surplus would exist. For example, we will assume that, due to some reason, the price of the coffee has fallen to 3 dollars. The fall in the price of coffee could take place due to many reasons. It could, for example, take place because of fall in the price of tea. However, it will be interesting to analyze the fall in the price of the coffee market has on the quantity supplied and quantity demanded (Gravelle, 2007). We can see that the fall in price of the coffee has drastic implications for situation of supply and demand. At this lower price, the quantity demanded will be 12. The inverse relationship means that a fall in price has increased the quantity demanded. Whereas the quantity that will be supplied at this price will be 8. Therefore, the market is in disequilibrium. Simply stated, the market is out of the equilibrium. In this case, due to the fact the quantity demanded is greater than quantity supplied therefore, it means that the situation of shortage prevails (Confrey, 2012). The quantity supplied at a price of 3 dollars is not able to fulfil the amount that is being demanded in the market. The total shortage in absolute that prevails in the market is 4. Hence, to make up for this shortage, either of the two things have to happen. The first is that either the supply has to increase. Second, the demand has to decrease. The reasonable outcome, under this situation, will be a fall in dema nd. It is unlikely that the supply will go up at this lower unless some sort of government support is provided by the government. Therefore, this is a situation of the shortage. The alternative situation will be a situation when surplus would prevail in the market. The figure for that has been given below after which the explanation will be gives for the same (Reynolds, 2005). The above figure shows a situation which is completely opposite to the one which prevailed in the last section. In this figure, it can be easily noticed that at a price of 10 dollars the quantity that is demanded is 8 whereas the quantity that is supplied is 12. Hence, at this price, the quantity supplied is more than the quantity demanded. This is precisely why there is a situation of surplus in the market (Plank, 2009). At this stage it is essential to point out that in the market of coffee that we have analyzed applied to all the market. Whether a situation of surplus or shortage prevails the market itself will be in a position to come back to come back to equilibrium. In other words, the market has the capacity to be self-correcting, that is, it has all the ability to be able to correct all the misbalance that prevails in the market in terms of supply and demand. At this stage, it is interesting to look at the factors that leads to changes in the price for coffee. The price that prevails in the market is also as a result of equilibrium that prevails in other and the nature of the good. The substitute of coffee is tea. Therefore, if the price of tea falls then it is likely for consumers that consume to shift some of their consumption from coffee to tea. This is nature because the lower price of tea will entice consumers of coffee to shift their consumption. Essentially, this is because both the goo ds seem to satisfy the same type of utility. As a result, there is no problem for the consumers to switch their consumption from one good to the other (Townsend, 1995). The other factor that could also influence the market for coffee is the price of the sugar. Sugar is an important ingredient in the preparation of coffee. It essentially the consumption of coffee as sugar is done together and not in isolation. Therefore, it has to be said that changes in the price of sugar will have an impact on the consumption of coffee (Davis, 2015). For instance, an increase in the price of coffee makes the consumption costly. Hence, an increase in the price of coffee will lead to a decrease in consumption of coffee. Therefore, change in the price of sugar also has an impact on the consumption of coffee. In the same way, the decrease in price of sugar will lead to an increase in the consumption of coffee (Wesley, 2009). The other factors that will influence the market of the coffee production and consumption is the change in the taste and preference of the consumer. For instance, if a medical effects of coffee are discovered then the people will like to increase their consumption for coffee over other forms of eatables (Roberts, 2005). The preference of coffee will go up among the consumer which means more people will consumer coffee. Over a period of time, the demand for the coffee will increase as people will increase their consumption. The effect of the increased demand will be on the demand curve which will shift to the right. In other words, it means that people are willing to consumer increased quantity of coffee at the same price. Therefore, the shift in demand will have an effect on the equilibrium. The change in the equilibrium have been shown in the diagram below (Wexler, 2012). It is clearly visible from the diagram that the increased demand for coffee will lead not only to an increase in quantity consumed but also to increase in price. Therefore, both the price and quantity supplied and quantity consumed has gone. In this case, for the price to come back to its original equilibrium it is essential for the firms to increase the supply. The supply has to increase by the same amount as the increase in demand for the price to come back at the same equilibrium. Hence, as can be seen, the interplay of supply and demand are driven by different factors which determine the price. The other factor that also plays a role is the income of the consumer. It is important to understand that the demand of the consumer comes from the income as well. If the income of the consumer goes up then the demand will also be impacted. Hence, if the income or the expected income is scheduled to go up then the consumer will increase its spending in the market. The increased spending wi ll also mean that buying additional coffee in the market. This will lead to a shift in the demand curve for money to the right. Hence, the increase in income will lead to a shift in demand curve to the right which will also have an impact on the price and the quantity consumer or supplied. The increase in income will lead to demand curve shifting to the right. The resultant increase of this shift will be an increase in both quantity demanded and quantity supplied. Hence, as quantity demanded will increase will mean that people are willing to buy additional units of coffee. However, the increased demand does not mean that the supply also has increased. Therefore, the effect of it will be an increase in prices (Burkey, 2008). Conclusion We have clearly seen that the demand and supply can be influenced by a number of factors. Hence, the determination of the market equilibrium takes place due to a range of factors all of which are very important from the point of view of ascertaining the equilibrium in the market. It is essential to also know that the market equilibrium is not a static concept but changes all the times as per the changes in the other real factors affecting both the consumer and the suppliers. Therefore, the market equilibrium also evolves over a period of time to come to settle at a point. There are a number of factors that are very important and also influences the market and therefore their understanding is of utmost importance (Turvey, 2007). Hence, it is very well understand that the supply and demand are related concepts and operate jointly in the market to determine the price. Further, the market has all the features to be able to correct any disequilibrium that prevails. Any disequilibirium tha t prevails in terms of excess supply and excess demand can be exploited by the economic agent swiftly to be able to come back at the equilibrium. Lastly, the concept of supply of demand is one of the most important is microeconomics. An intimate knowledge of how each of the two operates is the basic building block to a more complex models in the microeconomics. The concepts of supply and demand are, to a very large extent, also used in macroeconomics. Hence, to this extent, it is essential to know that understanding how each one of them is really important if one wants to have a thorough understanding how some of other rather important concepts in the field evolve (Bhat and Rau, 2008). References Bhat, M., and Rau, A. (2008). Managerial Analysis and Financial Analysis. Hyderabad, India. BS Publications. Birchall, O. (2016). Introduction to Economics. University of London. Retrieved from https://www.londoninternational.ac.uk/sites/default/files/programme_resources/lse/lse_pdf/subject_guides/ec1002_ch1-4.pdf Burkey, M. (2008). A Brief Introduction to Marginal Analysis for the Micro-Economics Principles Course. Journal of Economics and Finance Education, 7(2), 1-3. Confrey, D. (2012). Supply and Demand. Central Bank of Ireland. Retrieved from https://www.centralbank.ie/publications/Documents/08RT12.pdf Davis, C. (2015). Factors Influencing Global Poultry Trade. International Food and Agribusiness Management Review, 18(1), 1-12. Gravelle, H. (2007). Microeconomics. London, England: Pearson Education Press. Gordon, L. (2005). Managerial Accounting: Concepts and Empirical Evidence. London, England: McGraw Hill Publishing. Lee, D. (2012). Demand and Supply. Retrieved from https://commonsenseeconomics.com/wp-content/uploads/Demand-and-Supply1.pdf Mankiw, G. (2009). Microeconomics. Retrieved from https://www.csun.edu/sites/default/files/micro9.pdf Pearson, C. (2010). How Demand and Supply Determine Market Price. Retrieved from https://www1.agric.gov.ab.ca/$department/deptdocs.nsf/all/sis972/$file/how_demand_market_price_jan12_2015.pdf?OpenElement Plank, D. (2009). Understanding the Demand. Michigan State University. Retrieved from https://www.oecd.org/edu/ceri/35393937.pdf Reynolds, R. (2005). Economics: An Outline. Basic Micro. Retrieved from https://cobe.boisestate.edu/lreynol/WEB/PDF/short_10_Prod_cost.pdf Roberts, R. (2005). Supply, Demand and Inventory. Retrieved from https://fee.org/media/4634/0511roberts.pdf Thomas, C and Maurice. (2008). Managerial Analysis: Foundations of Business Analysis and Strategy. New York. McGraw - Hill Publication. Tian, G. (2013). Microeconomic Theory: Lecture Notes. Texas AM University. Retrieved from https://econweb.tamu.edu/tian/micro1.pdf Turvey, R. (2007). What are Marginal Costs and How to Estimate Them? Technical Paper 13, Center for the Study of Regulated Industries. Retrieved from https://www.bath.ac.uk/management/cri/pubpdf/Technical_Papers/13_Turvey.pdf Townsend, H. (1995). Foundations of Business Economics, Market and Prices. London, England: Routledge Publication. Varangis, P. (2014). New Paradigms in Global Supply and Demand. Agriculture and Rural Development. Retrieved from https://documents.worldbank.org/curated/en/899311468167958765/pdf/283000REVISED0Coffee1Markets01PUBLIC1.pdf Wesley, A. (2009). Commonsense Economics. Retrieved from https://www.unf.edu/~traynham/ch04lecture.pdf Wexler, A. (2012). Production and Cost Functions. New York University. Retrieved from https://pages.stern.nyu.edu/~acollard/productivity.pdf

Importance Of Friar Lawrence Essays - English-language Films

Importance Of Friar Lawrence The Importance of Friar Lawrence Even though he was not actually on stage for most of the play, he was the most important character in the play. There was basically three major parts that lead to the tragedy; marriage, the plan and the deaths. In all three of these parts Friar Lawrence played a vital role. His attempts to make the marriage of Romeo and Juliet was very admirable but were poorly planned. It these attempts that make his role the most significant one in the play. This is why Friar Lawrence is the most powerful character in the play. The tragedy of their deaths could not have happened if Romeo had received the message in time. This is due to Friar Lawrence not planning how he was going to fake Juliet's death. Due to his dauntless attempts to keep the two lovers together, he still failed. This was shown in Act 4 Scene 1 I do spy a kind of hope, Which craves as desperate execution As that is desperate which we would prevent. One of his faults in the plan is shown in Act 5 Scene 3 when Friar John does not know the importance of the letter and does not give it to Romeo. I could not send it. Nor get a messenger to bring thee, so fearful were they of infection. Another fault to his plan is in Act 3 Scene 3 when he tells Romeo that he will send a friend of his to inform him the news. Instead of telling him that a fellow friar of his was bringing the message. I'll find your man, and he shall signify from time to time every good hap to your chances here. The magnitude of his role is showed again when he is involved in another major part of the play; the marriage. He risks his reputation as a Friar so he can unite to star crossed lovers in marriage. The character of Friar Lawrence is extremely important because if he would not have married Romeo and Juliet the play would maybe not ended in tragedy. This gamble is shown in Act 2 Scene 6 Come, come with me, and we will make short work, For, by you leaves, you shall not stay alone Till Holy Church incorporate two in one. He conceives that because of the marriage between Romeo and Juliet that the families will end their hatred for each other. This idea is what pushes to join the two in marriage, and is what is start the chain reaction to the deaths of the two lovers. Act 2 Scene 3 In one respect I'll thy assistant be; for this alliance may so happy prove, to turn your households to pure love. He tries to make sure the marriage is successful because he understands that if they rush into it there could be problems. As shown in Act 2 Scene 3 when he tells Romeo that people that rush in make mistakes. Wisely and slow. They stumble that run fast. Furthermore his death was the last part of the play that showed the Friar's significance. In Act 4 Scene 1 it shows how Friar plan is very dangerous when, Friar says Take thou this vial, being then in bed, and this distilled liquor drink through off,. So Juliet has planned to awaken to find young Romeo looking back at her, but finds him dead on the floor of the church. Which causes her to kill herself with a dagger. Also the Friar did not take in to effect what could happen when she was unconscious and even if Romeo would receive the message in time. His role is defined in the end of the play in Act 5 Scene 3 when he talks about he is responsible for what has happened to the two lovers. And I here stand both to impeach and purge myself condemned and myself excused. This is when he talks about how he made the mistake which inevitably lead to the deaths of Romeo and Juliet. Friar gave it everything he had to try and allow for Romeo and Juliet to live in piece. Maybe with more time he could have planned

Digital Values †Math Research Paper

Digital Values – Math Research Paper Free Online Research Papers Abstract:- We come across many big calculations which we want to check. Though the idea of digital roots can be used, but it is limited to integers. This paper introduces a new idea of assigning every number a characteristic value called â€Å"Digital Values†. Every number, real or imaginary is assigned a digital value. The digital values are mostly 1, 2,3,4,5,6,7,8 or 9. These values have many interesting properties. Although in some cases we assign some other values for our convenience. The digital values can be applied to calculations to check them. They also have interesting properties in an equation (expressions involving unknown quantities) and system of equations. Keywords:- digital values, digital roots, digital sum, digitally irrational numbers, equi-digital functions. 1 Introduction Sometimes it is very difficult to go back and check the whole process. It happens in many calculations, while solving equations etc. The idea of digital roots may help us in some calculations. A formula for finding the digital root of an integer is given by[1] : Digitalroot[x] = 1+Mod[(x-1),9]. The digital root of addition, subtraction, multiplication and division of integers show interesting properties. But the idea is limited to integers. This paper introduces a new concept of â€Å"digital values† to overcome this difficulty. Just like in digital roots, we assign particular values for different numbers but this can be implemented for any number (real, imaginary or complex). It follows all the properties of digital roots. The paper also introduces how these digital values can help us in verifying calculations and the application of digital values in functions and equations. 2. What is digital value? Digital value is a characteristic value assigned to a number. We will denote digital value of a number x by //x// or by dval(x). For a natural number the digital value is same as its digital root[1]. As in digital roots, we add the different digits and repeat the process till a single digit is reached. For 1456914 the digital value will be: //1+4+5+6+9+1+4//=//30//=3. Similarly for 563, digital value =//563//=//5+6+3//=//14//=5 2.1 Digital value of an integer Consider the following table: Table 1 Number Digital Value 267 6 266 5 265 4 264 3 263 2 262 1 261 9 260 8 259 7 258 6 257 5 256 4 255 3 254 2 253 1 We observe that the digital value of the natural numbers in decreasing order repeat the pattern : â€Å"9,8,7,6,5,4,3,2,1† For 0 and negative integers also we will follow the same pattern to get the digital value i.e. digital value of 0 is 9,-1 is 8,-2 is 7,-3 is 6 and so on. A simple way to find out the digital value of a negative integer is to subtract the absolute value of the integer from 9.For e.g. //-8// = 9 //8// = 9 – 8 = 1 //-5647// = 9 //5647// = 9 – 4 =5 The above results can be obtained by the general formula [1] Digitalroot[x] = 1+Mod[(x-1),9] Some properties of digital values: For two integers a and b, (1) // a + b // = // //a// + //b// // (2) // a b // = // //a// //b// // (3) // a Ãâ€" b // = // //a// Ãâ€" //b// // (4) // // a + b // + c // = // a + // b + c // // (5) // // a Ãâ€" b // Ãâ€" c // = // a Ãâ€"//b Ãâ€" c // // (6) // 9a// = 9 (7) // 8 Ãâ€" a // = //-a// (8) // 9a + b // = //b// (9) // a! // = 9, where a ? 6 (10) // a^b // = // dval(a)^b // All the above identities can be easily proved using congruence. 2.2 Division of integers (digital values of rational numbers) For division consider the following expression: (11) // a/b // = // (dval(a))/(dval(b)) // So, now, digital value for any decimal number which is terminating can be found out. For e.g. //12.321// =// 12321/1000 // = // (dval(12321))/(dval(1000)) // = // 9/1 // = 9 For 1/11 // 1/11 // = // (dval(1))/(dval(11)) // = // 1/2 //=//0.5//=5 According to the above identity // 1/7 // and // 1/16 // should have same digital value. So, = // 1/7 // = // 1/16 // = //0.0625// = 4 Now, for any division // x/y // = // //x// Ãâ€" // 1/y // // Division by 3,6 and 9 cannot be determined. It is either undefined or has multiple digital values. If //a//=3, // a/3// = 1, 4, 7 If //a//=6, // a/3// = 2, 5, 8 If //a//=9, // a/3// = 3, 6, 9 If //a//=3, // a/6// = 2, 5, 8 If //a//=6, // a/6// = 1,4,7 If //a//=9, // a/6// = 3, 6, 9 If //a//=9, // a/9// = 1, 2,3,4,5, 6, 7, 8, 9 In all other cases the digital value is digitally imaginary (see next section). 2.3 Digital values of irrational numbers For an irrational number, we will use (12) // a^b // = // dval(a)^b //, where a, b are real numbers So //square root of 13// = // square root of //4// // = //2// or //-2// = 2 or 7 //?4 // = //2// = 2 (one root is taken only if the given value is rational) //?13// will have 2 values : 2 and 7 Let A be another number such that //a//= //A// // a^b // = // dval(a)^b // and // A^b // = // dval(A)^b //=// dval(a)^b // therefore, // a^b // =// A^b // Using this method: // square root of 7//= //square root of 16//= //4// or //-4// = 4 or 5 Following is the table for digital values of some powers: Table 2 // x^1 // 1 2 3 4 5 6 7 8 9 // x^2// 1 4 9 7 7 9 4 1 9 // x^3// 1 8 9 1 8 9 1 8 9 // x^4// 1 7 9 4 4 9 7 1 9 // x^5// 1 5 9 7 2 9 4 8 9 // x^6// 1 1 9 1 1 9 1 1 9 // x^7// 1 2 9 4 5 9 7 8 9 // x^8// 1 4 9 7 7 9 4 1 9 // x^9// 1 8 9 1 8 9 1 8 9 There is repetition in the digital values of the numbers raised to increasing powers. For 1 : 1 For 2 : 4,8,7,5,1,2 For 3 : 9 For 4 : 7,1,4 For 5 : 7,8,4,2,1,5 For 6 : 9 For 7 : 4,1,7 For 8 : 1,8 For 9 : 9 Following this repetition digital value of any number raised to any natural power can be determined. For e.g. //14^11// = //5^11//=//5^5// [following the repetition] = 2 For //x^(1/b)// , x belongs to R, b belongs to Z , a digital root between 1 to 9 exists only if it is present in the Table 2 in the row of bth power of x. Otherwise the digital root is represented by //x^(1/b)// only. For e.g. ?3,?2 These values are called digitally imaginary numbers (DI). 2.4 Digital values of imaginary numbers We know that // a^b // =// A^b // when //a//= //A// Using the above relation, when b= (1/2), a= -1, A= 8; // i // =// ?(-1)//=//?8// //?(-5) //=//?4//= 2 or 7 [two values because we cannot have a rational value of ?(-5) ] OR //?(-5) =//?5 i//=//?5.?8 //=//?4//= 2 or 7 In this way we can find the digital value of a complex number. As in case of digital roots[2] the digital values also show the repetition in addition (Table 3), subtraction (Table 4), multiplication (Table 5)and division. Table 3: Addition Table + 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 Table 4: Subtraction table 1 2 3 4 5 6 7 8 9 1 9 8 7 6 5 4 3 2 1 2 1 9 8 7 6 5 4 3 2 3 2 1 9 8 7 6 5 4 3 4 3 2 1 9 8 7 6 5 4 5 4 3 2 1 9 8 7 6 5 6 5 4 3 2 1 9 8 7 6 7 6 5 4 3 2 1 9 8 7 6 7 6 5 4 3 2 1 9 8 9 8 7 6 5 4 3 2 1 9 Table 5: Multiplication Table X 1 2 3 4 5 6 7 8 9 1 1 2 3 4 5 6 7 8 9 2 2 4 6 8 1 3 5 7 9 3 3 6 9 3 6 9 3 6 9 4 4 8 3 7 2 6 1 5 9 5 5 1 6 2 7 3 8 4 9 6 6 3 9 6 3 9 6 3 9 7 7 5 3 1 8 6 4 2 9 8 8 7 6 5 4 3 2 1 9 9 9 9 9 9 9 9 9 9 9 3 Equality of digital values For two equal quantities are equal the following properties of digital roots are important: ?If two quantities are equal there digital values must be equal. This property may be used to Check calculations: See if digital values of both sides are equal or not. If they are not equal then the calculation is incorrect. To find a missing digit: Find the digital value of the known side. Then apply trial and error to put the unknown digit so that the digital values of both sides are equal. ? If a DI occurs in digital value of LHS of any equation it must occur in that of RHS too. 4. Digital value in functions and equations In functions and equations digital values have following properties: ?For any function (13) //f(x)// = // f (//x//) // ? In a system of equations with unique solution, the solution can be represented by an expression containing coefficients. So, if two systems of equations have equal digital values of corresponding coefficients of corresponding equations, then the corresponding roots have equal digital values. i.e. a_11 x+ b_11 y+ c_11=0 a_12 x+ b_12 y+ c_12=0 AND a_21 x+ b_21 y+ c_21=0 a_22 x+ b_22 y+ c_22=0 Will have same digital values of x as well as y if //a_11//=// a_21// //b_11//=// b_21// //c_11//=// c_21// ?If //a_1//=//b_1// //a_2//=//b_2// //a_3//=//b_3// †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. //a_n//=//b_n// (14) Then (x-a_1 )(x-a_2 )(x-a_3 )†¦Ã¢â‚¬ ¦..(x-a_n) and (x-b_1 )(x-b_2 )(x-b_3 )†¦Ã¢â‚¬ ¦..(x-b_n) are equi-digital. The converse is not always true. ?In case of quadratic equation the converse is true when the roots are distinct. 4. Conclusion The paper has introduced a concept of digital values which provides a way not for verifying calculations involving not only integers but any complex number. Now any complex calculation can be checked but one should be careful that if digital values of LHS and RHS are equal it does not necessarily mean that LHS = RHS. But if they are not equal then LHS cannot be equal to RHS. We have also studied the properties of digital values in functions and equations. We have also learnt how to use the property of digital value to find a missing digit in calculations. It may seem strange to learn a way of checking a calculation when so many accurate computers are available but we must have the knowledge of the interesting properties of numbers. References: [1] Weisstein, Eric W. Digital Root. From MathWorldA Wolfram Web Resource. http://mathworld.wolfram.com/DigitalRoot.html [2] Teknomo,K.,Digital Root http://people.revoledu.com/kardi/ ,Page2 [3] Teknomo,K.,Digital Root http://people.revoledu.com/kardi/ ,Page7-8 Research Papers on Digital Values - Math Research PaperIncorporating Risk and Uncertainty Factor in CapitalThe Relationship Between Delinquency and Drug UseResearch Process Part OneBionic Assembly System: A New Concept of SelfAnalysis of Ebay Expanding into AsiaComparison: Letter from Birmingham and CritoAnalysis Of A Cosmetics AdvertisementRiordan Manufacturing Production PlanDefinition of Export QuotasOpen Architechture a white paper

Research Paper Prospectus on the Economic and Financial Impact of the Proposal

Paper Prospectus on the Economic and Financial Impact of the Gulf Oil Spil - Research Proposal Example The world’s most sophisticated drill rigs, known as The Deepwater Horizon, was degraded to a mass of burnt metal in a split of seconds (Peppas, 2011). The rising demand for oil over the years meant that companies were drilling even deeper into the sea in an attempt to drill more oil. The oil spill occurred at a time when the industry was least expecting it; industry experts has speculated that the chance of an explosion was less than one percent (McCoy & Salerno, 2011). However, the incident painted an entirely different picture; thousands of individuals were cleaning up the oil spill, with thousands of devices screening the blowout. Discoverer Enterprise, the drill ship, howled loudly as it vent out methane gas that shot from the runway well (Peppas, 2011). Another rig, Q4, 000 which burnt oil and gas, simultaneously exploded (Peppas, 2011). What made matters worse was that the waters of the gulf were very difficult to reach; the terrain is very rough marked by canyons, ridge s and volcanoes (Farrell, 2011). The deposits lay buried under the salt ridges under the sea that were vulnerable to earthquakes. Furthermore, the temperatures underwater were freezing whereas the temperature of oil reservoirs was around 400 degrees (Upton, 2011). Economic concepts/approaches to be used in the research The economic concepts/ approaches to be involved are as follows: The concept of negative externalities: This concept explains the impact of individuals and/or corporations on a third-party (Hackett & Moore, 2011). They can be negative or positive; however, in this situation the externalities are likely to be negative rather than positive. Negative externalities shall revolve around the following : Damage to marine life Damage to local fishermen Damage to the coastal area’s economy Damage to U.S’s exports Damage to locals who inhale the toxic fumes Damage to individuals who consume the contaminated seafood Cost Benefit analysis of the clean up: This conce pt shall arise when the company involved decides to arrange for a cleanup of the oil spill as well as compensate the families of the deceased or affected people. BP shall have to weigh the private versus social costs and benefits associated with the remedies it take which shall be explored in the main research. As economic theory suggests the decision that BP takes may not be socially desirable because of corporations’ self-interest and focus on maximizing private net benefits rather than maximizing social net benefits (Ramseur & Ramseur, 2010). Expected findings/outcomes The findings expected are: Increasing unemployment- What shall be the impact on businesses whose earnings were tied to the Gulf of Mexico? Increasing government deficits in the region- What shall be the impact on fishermen who no longer have a source of income? Increase in national deficit- The deficit is expected to exceeding $2 million (Landau, 2011) Inflation in prices of agricultural products Higher taxe s- Politicians can use this opportunity to charge higher taxes on an already troubled population Ecological damage to Louisiana coast Damage to marine life- Oil has swept deep into the sand which is the breeding ground for most fruits and vegetables. If the oil isn’t cleaned up it can lead to intoxicated vegetables and fruits that can contaminate human life. Also toxic fumes have penetrated deep into the sea bed that can harm marine life, including fishes, disturbing their entire ecological system

Reverse Logistics Operations in the Ford Motor Co Research Paper

Reverse Logistics Operations in the Ford Motor Co - Research Paper Example Ford has always been credited with the manufacturing invention. Scone its founding in the late 19th century, the firms has been in the forefront of defining mass production. The founder of Ford, Henry Ford is credited to have been the inventor of the assembly line. With its over a hundred years in manufacturing automobiles and auto parts, Ford has come to know the importance of having a smooth supply chain and the logistics that goes into sustaining this supply chain. It is not just its supply chain; it is also about its reverse logistics which refers to the products or parts travelling backwards from the normal direction of the supply chain to the manufacturer. Reverse logistics has a impact on a business. For instance, some finished products may reach the market but have a default, the reverse logistics that are required to return these products to the factory for the correction of the fault are always important. Ford realizes that there is a need to carefully and efficiently manage these reverse logistics. No matter what, the reverse logistics associated with the return of faulty products are an expense to any firms (Davis, 2012). Automobile manufacturers stand to incur an even bigger loss with such reverse logistics. Many auto manufacturers have in the past found themselves in the situation where they need to reverse the logistics for a large number of logistics. For instance, the Japanese auto manufacturer has in the past needed to recall millions of cars after they have reached the market and a major fault is detected. For instance, there has been one of the cars from Toyota that had a fault with its acceleration and the fault had to be corrected back at their factories. Such reverse logistics cost the firm a lot of millions. Ford realizes that such reverse logistics need to be managed in a serious way and should not be treated as a secondary logistics. They realize that

John Cheever: The Five-Forty- Eight | Analysis

John Cheever: The Five-Forty- Eight | Analysis John Cheevers The Five-Forty- Eight explores how actions have consequences through his portrayal of the character Blake. Blake is introduced in the story as a heartless, selfish, and immoral man who is the victim of a stalking by an obviously upset woman. While married he has had a one night stand with Miss Dent, his secretary, and then he had her fired. He believed that Her diffidence, the feeling of deprivation in her point of view, promised to protect him from consequences (Cheever 319). Unfortunately for him, Miss Dent is mentally impaired. Therefore, she seeks revenge by stalking him and then holding him at gun-point on a train near his home. Through the character Blake, Cheever uses irony, imagery, and flashbacks to stage this story in order to demonstrate that actions have consequences, but not all who experience aftermath, even negative aftermath, change from it. Blake, like a predator, seeks out weak women to quench his sexual appetite, and he has no emotional attachment to any of them. The story shows that he observed Miss Dent for awhile before he decided to use her being lonely to his benefit. Harold Blooms summary of the story puts it well; Bloom states that He is interested in his secretary because of the power that he has over her, because she imagines his life as full of friendships, money, and a large and loving family and herself has a peculiar feeling of deprivation. He has gotten used to this scandalous life style because Miss Dent is not the first woman to be seduced by him: Most of the many women he had known had been picked for their lack of self-esteem.(Cheever 319) It is not surprising that he commits adultery because he does not value his marriage and does not care how it will affect his wife. Through Cheevers use of flashbacks, scenes from a characters past that identify who the character used to be or some significant background information about that character that explains why the character is presently, a reader can see who Blake really is. He reveals Blakes relationship with his wife through Blakes flashbacks. In this flashback, Blake is married to Louise Blake for possibly 8-10 years. Also, the reader is introduced to Mrs. Compton, Louises neighbor and confidant, whom Louise Blake would go to whenever she was troubled by her husbands quarrelling. Apparently, he has decided not to speak to her for two weeks because she did not fix him supper one night. Although she cries and pleads for forgiveness, her tears do not penetrate his concrete heart. Now that she is old, it seems as if the only thing that attracted him was her physical beauty. He has lost the love she believes he might have had for her at first. A close, tearful, and broken heart is not important to Blake. Through flashbacks like the one just mentioned, the reader observes that Blake has not changed because his wifes tears are not the only ones he has caused. A previous flashback lets the reader know that after the one night stand Blake had with Miss Dent, she was weeping. He felt too contented and warm and sleepy to worry much about her tears (Cheever 319). Despite Miss Dents crying, probably because of the sense of betrayal and no future with her lover, Blake remains content. He also has destroyed all possible friendships with his neighbors and people, yet he is still satisfied. Blakes unfeeling attitude is part of his non-changing, or static character. In this story, Cheever uses situational irony to show that Blakes actions have not gone unpunished. Situational irony is when the expected outcome is different than the actual outcome. He does this in a canny fashion. In the story to evade Miss Dent, Blake took the local train The Five-Forty-Eight, where he is sitting in a car alone trying to avoid speculation or remorse of Miss Dent. While sitting, he sees a piece of yellow light in the break of clouds that would normally signify freedom, a safe haven, or refuge. However, the story does not end there. Someone calls him, and it is Miss Dent. The irony is present in that he seems to have successfully evaded his stalker but apparently he hasnt and Cheever unveils just how big of a trap he is in as she sits next to him. Ironically, his neighbors are in the same train car, but they reasonably pay no attention to him but he needs their help. He is trapped with his insane stalker that clearly wants to eradicate him from the worldnot to era se him physically, but to change his soul. Despite the frenzied nature of her accusation, she is quite accurate in her judgment, if there are devils in this world, if there are people in this world who represent evil, is it our duty to exterminate them? I know that you always prey on weak people He feels nothing and she feels too much.(Bloom) Oddly, although checked by a gun, this normally unnerving situation does not faze him. To help him understand her hurt, she tells him of her damaged life after him. She begins to say how sick she has been and that she has had no job since. Then she tells him that she should kill him and her only punishment would to be readmitted into the mental hospital. She makes him read a letter that she was too sick to mail out to him while holding the pistol to his belly. Soon the train arrives at Shady Hill, his stop. Ironically, the name Shady Hill implies nothingness, and a place that readers liken to a forgotten graveyard where nothing changes. This is the place Blake comes from. Here they get off and Miss Dent forces him to the ground and after ignoring her voice for the train on the third scream, Kneel down! He got on his knees. (Cheever 325) Now it would seem that she has taught him a lesson. Examination of the text before and after his prostration reveal why Blake got down on his knees and did not escape Miss Dent in the first place. Before they exit the train in lines 30-35, Miss Dent interrupts his escape, Dont try and escape me. I have a pistol and Ill have to kill you and I dont want to. All I want to do is talk with you. Dont move or Ill kill you. Dont, dont, dont! (Cheever) Then Blakes body language shows he has entered survival mode. The only way to survive at gun point is to do what the gun holder wants you to do and that is what he did. Then after they exit the train and he prostrates himself in lines 60-end, she says, if you do what I say, I wont harm you Now, he knows he will not die if he does as she says. Then he realizes her motive I really dont want to harm you, I want to help you, but when I see your face is seems to me that I cant help you if I called to show you the right way, you wouldnt heed meà ¢Ã¢â€š ¬Ã‚ ¦ Put your face in the dirt!(Cheever) She ha d to say it twice to make him do it. In between that he had time to think of what he had to do to make her believe that he was a changed man and that her mission was accomplished. He knew that what he did next would satisfy her He stretched out on the ground, weeping. Now, I feel better, she said. When Miss Dent leaves, he fakes to get up warily at first, until he saw by her attitude, her looks, that she had forgotten him; that she had completed what she had wanted to do, and that he was safe. He got to his feet and picked up his hat from the ground where it had fallen and walked home. These actions show no remorse rather, this play that he performed so well fulfilled its purpose, self- preservation. In The Five-Forty-Eight Blake is introduced as a helpless victim of a stalking by a deranged woman. John Cheever uses informational flashbacks, situational irony, and clever imagery to show that actions have consequences. Blake has tricked and seduced his secretary, Miss Dent, whom he had fired, into having a one night stand with him, while he was married. This action along with many others shows that hurting others is no problem for him. The background information shows that he has grown a stubborn stone heart and he is a static character. Harold puts it best in his summary But then the gun is taken away, he gets up, and sees that Miss Dent is small, common, and harmless. These words, coupled with his final act, and long lifestyle of heartless selfishness and callous abuse of others shows the reader that Blake rises from the ground as the same man. (Bloom) What Is British Humour? What Is British Humour? In popular culture, British humour is a somewhat general term applied to certain types of comedy and comedic acts from the United Kingdom. Many UK comedy TV shows typical of British humour have become popular all around the world, and for good or bad, have become strong representatives of British culture to an international audience. Also, it is expressed through a lot of books, comic cartoons, and all the media. The British sense of humour is an ability to laugh at ourselves and others. It is not based on any particular belief or attempts to put any person or group down, but merely to observe some of our own odd habits and mannerisms which once highlighted in this way prove to be funny. It is unique in the sense that non-British people will not find any of it funny the first time they hear it. It is dry, it is sarcastic, and sometimes dark and macabre. Emotions are often not shown, and at first sight, most of the humour is hidden deep in the messages of the people expressing it. British humour has helped the rest of the world to understand British people, and to get to know them better, and it is one of the most recognizable elements of the British culture. What are the themes of British humour? A strong theme of sarcasm and self-deprecation, often with deadpan delivery, runs throughout British humour. Emotion is often buried under humour in a way that seems insensitive to other cultures. Jokes are told about everything and almost no subject is taboo, though often a lack of subtlety when discussing controversial issues is considered crass. Many UK comedy TV shows typical of British humour have been internationally popular, and have been an important channel for the export and representation of British culture to the international audience.  [2]   There is a variety of themes that are used to express British humour. Some of them are naturally used more, some less, but essentially, all of them form a unique type of humour. One significant element in the British sense of humour is that they dare to tell jokes about everything. No topic seems to be taboo as long some people laugh about it. A large part of British jokes is at someone elses expense. British jokes often include a sort of wordplay that is based on multiple meanings of a word. Over the last couple of decades, the best representative of British humour has been the television, and the BBC. Through many TV shows, they have portrayed the typical British men and women, their everyday life, their culture, and their sense of humour. The most used themes for British TV comedy are: Smut and innuendo with sexual explicitness and scatological themes (used a lot in British sitcoms of the 70s) Disrespect to members of the establishment and authority (through satire) The absurdity and banality of everyday life (very often, and most successful, Monty Python, The Mighty Boosh, Red Dwarf etc.) The embarrassment of social ineptitude (Mr. Bean comedy TV series) Making fun of foreigners is especially common in television sitcoms and films. (It can be seen in TV comedy series Allo Allo!, which mocked several national stereotypes, the British and the French.) British jokes often include a sort of wordplay that is based on multiple meanings of a word.) Macabre or dark humour, in which topics and events which are usually treated seriously are treated in a humorous manner. Humour inherent in everyday life, which is the humour, not necessarily apparent to the participants (Only Fools and Horses, The Office, The IT Crowd) British class system, where class tension between characters has been shown through comical situations ( most famous, Blackadder) Racial jokes and stereotypes ( Englishman, Scotsman and the Irishman jokes are the most popular, and also the stereotypes involving the French and the German people) Most popular TV comedy shows in Britain Monty Python First, the most important, and the most popular comedy show in Britain is certainly the Monty Python Flying Circus. Monty Python comedy group is considered to be the main pillar of British humour. The groups influence on comedy can be compared to The Beatles influence on music. The group is best known for its absurd humour that is also called pythonesque which has become a byword in surreal humour, and is included in English language dictionaries. Monty Pythons Flying Circus was comedy sketch show that combined surreal skits, deep sarcasm and dark humour. It has been called the most influential TV comedy of the post-war era  [3]  . Besides the TV series, they made movies such as the ,, Monty Python and The Holy Grail and the famous ,,Life of Brian with its song, Always look on the bright side of life. Mr Bean When it comes to embarrassment or social ineptitude, no one can beat Mr Bean. It is a television comedy starring Rowan Atkinson. The series follows the exploits of Mr. Bean, described by Atkinson as a child in a grown mans body, in solving various problems presented by everyday tasks and often causing disruption in the process. Bean rarely speaks, and the largely physical humour of the series is derived from his interactions with other people and his unusual solutions to situations.  [4]  The show has had a huge international success, and it has had a spin-off in form of an animated cartoon and a couple of films that were well-received by the audience. Only Fools and Horses This classic comedy show belongs to the category of Humour in everyday life and its characters are so called loveable rogues. These characters are people who have a lot of wrong characteristics, a lot of flaws, and yet we love them, even if sometimes we fail to see why. Del Boy and Rodney Trotter are just these types of characters. The show itself is about a family of two brothers and their grandfather, who are trying to get rich by selling cheap, contraband merchandise, that is either stolen, or low quality. They come from Peckham, and they have a strong Cockney accent, which became worldwide famous after the show.The series had an impact on English culture, contributing several words and phrases to the English language. It spawned an extensive range of merchandise, including books, DVDs, toys and board games. A spin-off series, The Green, Green Grass, ran for four series in the UK from 2005 to 2009.  [5]   Popular British jokes As said before, not a lot of people get British jokes, and not a lot of people find them funny. It is not the kind of humour that slaps you in the face, but you have to have a knowledge of a certain political, social and historical references in order to understand the humour. Also, some non-British people will not be able to understand it simply because they are not British. Others might, but they wont find it funny. Still, it has been widely accepted as one of the best types of national humour in the world, and the internet and the new TV shows are making it even more popular and accepted. Finally, here are some examples of classical British jokes, hope you will find them funny. What is the longest word in the English language? Smiles. Because there is a mile between its first and last letters! An Englishman, roused by a Scots scorn of his race, protested that he was born an Englishman and hoped to die an Englishman. Man, scoffed the Scot, hiv ye nae ambeetion (Have you no ambition)? An English man and an Irish man are driving head on , at night, on a twisty, dark road. Both are driving too fast for the conditions and collide on a sharp bend in the road. To the amazement of both, they are unscathed, though their cars are both destroyed. In celebration of their luck, both agree to put aside their dislike for the other from that moment on. At this point, the Englishman goes to the boot and fetches a 12 year old bottle of whisky. He hands the bottle to the Irish man, whom exclaims, may the Irish and the English live together forever, in peace, and harmony. The Irish man then tips the bottle and gulps half of the bottle down. Still flabbergasted over the whole thing, he goes to hand the bottle to the Englishman, whom replies: no thanks, Ill just wait till the Police get here!  [6]  

You Don’t Know Jack: An Analysis

Euthanasia has been a debatable issue since one's perception of this idea could depend on different factors such as religion, culture, and even personal life experiences. DRP. Jack Savoring witnessed how his mother suffered in agony with her disease, describing the pain as a toothache In all your bones. Just Imagine how painful that is. At that time, he cannot do anything to alleviate the pain his mother is going through. He felt lost. That's how he felt responsible in aiding those people who are terminally ill.For him, it's not about killing someone. It's understanding that Hess patients have gone through a lot, and listening to their wish to end the pain rather than continue living but you're actually dying. Another point Is that he's doing it free of charge. He used his own resources to â€Å"help† his patients. There is no personal gain to him, but it is rather an act of service. It may not be acceptable to many but he was doing It from the standpoint of a medical person, of a son who understood what It's Like for someone to live fighting off a disease.II. â€Å"Oh, the lingering of death. What a business. Keep death alive. Hospitals don't make money otherwise. Drug companies either. If you're rich and you have the money, you can pay to die. But the poor, they can only afford to suck It out and suffer. † This quote from the movie truthfully states that the medical industry is also a business. Most people are in it to save lives or improve health. But there are others who see it as a moneymaking opportunity. To be honest, hospitals and drug companies don't make money when no one Is sick.These businesses â€Å"keep death alive†. A patient may still be alive but only because he/she Is still In the process of fighting off death. But the reality is that this person is actually dying compared to cost of us (since all of us are in one way or another living and dying at the same time). Rich people can afford the operation, treatment, hospitaliz ing bills, and drugs so their way of dying bearable compared to those who can't. Ill. â€Å"To each person, their own way of death – with dignity. † At this age, I now look at suicide as something sad and depressing.We now know for a fact that some people commit suicide because of psychological depression thinking that this Is the only way out. We feel sad for them, and think on how could the people around them possibly changed their decision. I remember years back when we hear of someone omitting suicide, one of the many things that pop out of our heads is the question â€Å"Why? ‘ Followed by a questioning thought If this person will still go to heaven because he/she lived a good life, or if he/she will go to hell because to be straight forward, it's murder of one's self.Euthanasia gives the patient liberty to decide for his/her own life. We can try, but the truth is, none of us can fully comprehend someone else's thoughts. We will never understand how a perso n feels, or how much pain they're going through so who are we to Judge? 1 OFF to use abundantly together with the freedom to decide on what to do it. It is human to choose pleasure, enjoyment, and happiness. But sometimes, life will not offer these choices. There will be pain, suffering and sadness.The movie mentioned a religious dogma that makes euthanasia unethical: â€Å"God almighty who wills us to suffer† This teaching goes against the objective of euthanasia to relive the patient pain and suffering making it morally wrong. On the contrary, God gave us the freedom to decide. It is in dying that we can union with him. The belief is that we should always let nature take it's own course V. Crime vs.. Civil Rights: â€Å"When a law is deemed immoral by you, you must disobey it. Medicine and Law are two of the most influential and powerful disciplines in the world.It is studied to help serve humanity but sometimes they clash for their arguments come from diverse objectives. Civil rights is about personal liberty-? patients have the discretion to seek suicide assistance making euthanasia a result of one's personal decision and freedom to decide for his life. But the law does not make it legal to kill someone even with the patient's consent. Dying is always easier to comprehend and acceptable if it's a natural death when no other human is held responsible.

Constructing On Constructivism The Role Of Technology Education Essay

AbstractionA complementary relationship exists between engineering and constructivism, the execution of each one profiting the other. Constructivism is a philosophy saying that larning takes topographic point in contexts, while engineering refers to the designs and environments that engage scholars. Recent efforts to incorporate engineering in the schoolroom have been within the context of a constructivist model ( e.g. , Richards, 1998 ) . The intent of this paper is to analyze the interrelatedness between constructivism and engineering as revealed by empirical research. The instances include a assortment of surveies in a assortment of scenes – instructor instruction, on-line acquisition, and K-12 instruction ; constructivist schemes include collaborative and concerted acquisition methods, prosecuting in critical and brooding thought, rating through electronic portfolios, and a critical expression at emerging instructor functions within constructivist paradigms. Success has be en reported in the development of constructivist class faculties utilizing engineering as cognitive tools, profiting both pupils and module. However, many instructors do non utilize constructivist patterns, and those who do are non wise in their choice of engineering usage ( Rakes, Flowers, Casey, & A ; Santana, 1999 ) . Technology needs to be viewed in a 3-dimensional position: semiotic, epistemological, and matter-of-fact, enabling the â€Å" building of cognition † by scholars through a procedure of socialization.Introductionâ€Å" Once cognizing is no longer understood as the hunt for an iconic representation of ontological world, but, alternatively, as a hunt for suiting ways of behaving and thought, the traditional job disappears. Knowledge can now be seen as something that the being builds up in the effort to order the as such formless flow of experienceaˆÂ ¦ † von Glasersfeld ( 1984, p. 39 ) The usage of computing machine engineering to back up acquisition has been hard to document and quantify ( Clark, 1994 ; Russell, 1999 ) , go forthing the function of computing machines in the schoolroom unstable. In the past decennary, a sudden revival of involvement was markedly observed in the schoolroom usage of technological inventions, along with the increased usage of the Internet and other digital engineerings ( Reiser, 2002 ) . The field of Instructional Design and Technology, excessively, saw the development and outgrowth of alternate attacks, such as cognitive and constructivist theories, that deviated aggressively from traditional patterns, such as behavioural theoretical accounts. New accents, like electronic public presentation support systems, web-based direction, and knowledge direction systems, non merely agitate the cognition base of the field, but besides widened its skyline across concern and industry, the military, wellness attention and instruction, worldwide ( Reiser, 2002 ) . Enterprises, such as located larning theory and constructivism presented fresh attacks to convey about reforms in the spheres of public instruction and higher instruction ( Anderson, Reder & A ; Simon, 1996 ; Brown, Collins & A ; Duguid, 1989 ; Jonassen, 1999 ; Reiser, 2002 ) . To understand the potency of engineering execution in heightening the teaching-learning procedure, the impact of constructivism on schoolroom patterns has been studied by many research workers ( e.g. , Black & A ; McClintock, 1995 ; Richards, 1998 ; Brush & A ; Saye, 2000 ) . Other research workers have suggested that constructivist schemes exploit engineerings for greatest impact in larning ( e.g. , Duffy & A ; Cunningham, 1996 ) . A complementary relationship appears to be between computing machine engineerings and constructivism, the execution of each one profiting the other. Constructivism, derived chiefly from the plants of Piaget ( 1970 ) , Bruner ( 1962, 1979 ) , Vygotsky ( 1962, 1978 ) , and Papert ( 1980, 1983 ) , is both a philosophical and psychological attack based on societal cognitivism that assumes that individuals, behaviours and environments interact in mutual manner ( Schunk, 2000 ) . Constructivism is a philosophy saying that larning takes topographic point in contexts, and that scholars form or construct much of what they learn and understand as a map of their experiences in state of affairs ( Schunk, 2000 ) . More late, research workers ( e.g. , Lave, 1990 ; Saxe, Guberman & A ; Gearheart, 1987 ) have presented more qualitative certification of larning in context. Technology, harmonizing to Jonassen, Peck, and Wilson ( 1999 ) refers to â€Å" the designs and environments that engage scholars † ( p. 12 ) . The focal point of both constructivism and engineering are so on the creative activity of larning environments. Likewise, Hannfin and Hill ( 2002 ) depict these larning environments as contexts: in which knowledge-building tools ( affordances ) and the agencies to make and pull strings artefacts of understanding are provided, non one in which constructs are explicitly taughtaˆÂ ¦ a topographic point where scholars work together and back up each other as they use a assortment of tools and larning resources in their chase of larning ends and problem-solving activities ( p.77 ) . The intent of this paper is to reexamine the research on the integrating of engineering in the schoolroom, foregrounding the connexion between constructivism and engineering. The focal point is on the constructivist position of larning as an active procedure of building instead than geting cognition, and direction as a procedure that supports building instead than pass oning cognition. The reappraisal is followed by a series of instance surveies, stressing constructivism and engineering ‘s relationship. Finally, deductions for instructors and instructor pedagogues are presented.Review of Related LiteratureIn order to understand larning within a constructivist model, as an activity in context, the whole acquisition environment must be examined. However, the broad diverseness of constructivist positions makes the task really complex and beyond the range of this paper. These positions normally emphasize the function of the instructor, the pupil, and the cultural embeddedness of ac quisition ( see for example, Duffy & A ; Cunningham, 1996 ; Honebein, Duffy, & A ; Fishman, 1993 ; Simons, 1993 ) . Using these commonalties as guidelines, this reappraisal outlines the relationship of constructivism with engineering by looking at ( a ) engineering as cognitive tools, ( B ) constructive position of the thought procedure, and ( degree Celsius ) the function of the instructor in engineering enhanced environments. Technology as Cognitive Tools A cardinal premise of constructivism is that larning is mediated by tools and marks ( Duffy & A ; Cunningham, 1996 ; Ezell & A ; O'Keeffe, 1994 ) . â€Å" Culture creates the tool, but the tool changes the civilization. Participants in the civilization appropriate these tools from their civilization to run into their ends, and thereby transform their engagement in the civilization † ( Duffy & A ; Cunningham, 1996, p. 180 ) . The computing machine is an example of mediational agencies that has facets of both tool and mark. The computing machine ‘s function in instruction has been mostly viewed as an instructional tool and for supplying a richer and more exciting acquisition environment ( Duffy & A ; Cunningham, 1996 ; Jonassen & A ; Reeves, 1996 ; Taylor, 1980 ) . However, by concentrating on the scholar, the function of engineering can back up new apprehensions and capablenesss, therefore, offering a cognitive tool to back up cognitive and metacognitive procedures. For i llustration, an electronic exchange plan between pupils of a category in the U.S. with a similar schoolroom in Northern Ireland shared multiple cultural positions through images, narratives, letters and multimedia plans ( Duffy & A ; Cunningham, 1996 ) . The experience was enriching, increasing their apprehension. Further, clear uping the function of engineering in acquisition, Duffy and Cunningham ( 1996 ) province: Technology is seen as an built-in portion of the cognitive activityaˆÂ ¦.This position of distributed knowledge significantly impacts how we think of the function of engineering in instruction and preparation, the focal point is non on the person in isolation and what he or she knows, but on the activity in the environment. It is the activity – focused and contextualized- that is cardinal†¦ The procedure of building is directed towards making a universe that makes sense to us, that is equal for our mundane operation ( pp. 187-188 ) . Therefore, the undertaking of the scholar is seen as dynamic, and the computing machine makes available new larning chances. The position of engineering as cognitive tools is besides shared by other research workers ( e.g. , Jonassen, 1994 ; Jonassen & A ; Reeves, 1996 ; Lajoie, 2000 ) . The traditional position of instructional engineerings of direction as conveyers of information and communicators of cognition is supplanted with active function the scholar plays in larning with engineering. Technologies, chiefly computing machines, help construct cognition bases, which will â€Å" prosecute the scholars more and ensue in more meaningful and movable knowledgeaˆÂ ¦ Learners map as interior decorators utilizing the engineering as tools for analysing the universe, accessing information, interpretation and forming their personal cognition, and stand foring what they know to others † ( Jonassen, 1994, p. 2 ) . Technological tools such as spreadsheets, databases, adept systems, picture conferencing and others can be used by pupils to analyse capable affair, develop representative mental theoretical accounts, and so transcribe them into cognition bases ( Jonassen, 1994 ; Jonassen & A ; Carr, 2000 ; Jonassen & A ; Reeves, 1996 ) . An illustration is the development of fake microworlds and games by kids utilizing Logo scheduling. Logo scheduling has evolved since the early text-based medium conceived by Seymour Papert and his squad at MIT in the 1970 ‘s, to a well easy, digitized format. Kafai, Ching, and Marshall ( 1997 ) gave an introductory preparation plan to fifth and sixth grade pupils one hebdomad before the design undertakings. The Logo version included support for modern computing machine characteristics like multimedia, sprite life, sounds, films, and pigment tools. Harmonizing to Kafai and her co-workers ( 1997 ) , the multimedia package proved to be a good context for pupils to larn through coaction and undertaking direction. The interaction between squad members, the flow of thoughts and loud thought encouraged the kids to experiment and happen alternate ways for planing and work outing jobs. For illustration, the pupils worked on different characters separately, but so worked together to inc orporate all the characters, and in debugging ( Kafai et al. , 1997 ) . Cognitive tools do non prevent the usage of computing machines to increase productiveness for larning. Off-loading insistent undertakings and lower order undertakings to cognitive tools frees cognitive resources for deeper thought ( Duffy & A ; Cunningham, 1996 ; Jonassen, 1999 ) and reduces mistakes. Harmonizing to Swain and Pearson ( 2001 ) , instructors and pupils must be educated to utilize the computing machine as a productiveness tool, every bit good as a tool for acquisition, research, networking, coaction, telecommunications, and problem-solving. Using computing machines as a productiveness tool is one of the six National Educational Technological Standards ( NETS ) ( hypertext transfer protocol: //cnets.iste.org/ ) for instructors which states that instructors will â€Å" utilize engineering to heighten their productiveness and professional patterns † ( Morrison, Lowther, & A ; DeMeulle, 1999 ) . Constructive position of â€Å" Thinking † The procedure of thought in constructivist paradigms requires higher-order accomplishments, diging deeper and harder into content and context ( Black & A ; McClintock, 1995 ; Jonassen, n.d. ; Manzo, 1998 ; Swain & A ; Pearson, 2001 ) . Traditional schooling, harmonizing to Manzo ( 1998 ) , really discourages constructive believing with ends of conveying bing cognition that conflicts with any existent effort to bring forth new apprehension. â€Å" Constructivist thought combines both the critical and originative rational procedures. It can be practiced by promoting critical analysis in activities. Schools, instructors and pupils can be conditioned to swerve away from traditional schooling regimen to promote constructive thought † ( Manzo, 1998, p. 287 ) . Cognitive tools, along with constructivist larning environments, usher and activate cognitive acquisition schemes and critical thought ( Jonassen, 1994 ) . Cognitive tools help in cognition building and non knowledge reproduct ion. The cognition constructed by the scholars reflects their comprehension and construct of the information. To exemplify, when pupils build cognition bases with databases, they need to analyse the content sphere and engage in critical thought. Black and McClintok ( 1999 ) emphasis the importance of reading as being cardinal to knowledge and acquisition. Their design of Study Supported Environments ( SSEs ) based on constructivist design rules called Interpretation Construction Design ( ICON ) focused chiefly on the interpretative building of reliable artefacts in the context of rich background stuffs, and crossing across different Fieldss of survey. Their survey showed that in add-on to larning specific content, pupils were able to get generalizable reading and debate accomplishments. For illustration, in learning 6th grade antediluvian history, a plan called Archaeotype A © was used that presented pupils with a in writing simulation of an archeological site. Students who worked collaboratively in groups, had to delve up artefacts through simulation, observe and mensurate them in fake research labs, and eventually through a procedure of reading and debate, arrived at the apprehension of general rules behind what they were making. In a follow-up rating survey, it was found that there were important additions in the interpretive and debate accomplishments of pupils who had participated in the survey against a control group ( Black & A ; McClintock, 1999 ) . Brooding thought, that requires careful deliberation, is besides encouraged by constructivists ( e.g. , Kafai et al. , 1997 ; Swain & A ; Pearson, 2001 ; Walker, 2000 ) . Metacognition, or the self-monitoring and self-denial of the acquisition procedure, is emphasized. New cognition which is composed is added to old representations, modifying them in the procedure. This normally requires external staging in the signifier of people, books, or engineerings such as computing machines. Swain and Pearson ( 2001 ) recommend the pattern of brooding thought by instructors to measure their engineering usage. They stress the importance of certification of brooding ideas to find the extent and quality of personal versus instructional utilizations of engineering, organisation and execution of environments and activities. Jonassen ( 1994 ) describes technological tools as â€Å" rational spouses † and â€Å" powerful accelerators † in the procedure of acquisition, â€Å" scaffoldin g the all important procedures of articulation and contemplation, which are the foundations of cognition building † ( p. 5 ) . The Role of the Teacher in Technology Enhanced Environments The function of the instructor as a facilitator is seen as most of import in a constructivist context ( Witfelt, 2000 ; Richards, 1998 ) . Within a constructivist schoolroom, the instructor engenders societal and rational climes, where collaborative and concerted acquisition methods are supported. In parallel, technology-enhanced schoolrooms tap constructivist schemes ( Jonassen, 1999 ) , set uping problem-based undertakings where pupils actively construct cognition, associating knew cognition with old cognition. In non-traditional schoolrooms such as the open/global schoolroom ( Walker, 2000 ; Witfelt, 2000 ) , the function and duties of the instructor have changed. The instructor, as an agent, has to invariably update information and engineering for doing learning reliable and relevant. For illustration, while developing a class faculty for instructors and taxonomy for instructor competences in the usage of educational multimedia, Witfelt ( 2000 ) observed that it was of import to unite several theories such as constructivism, postmodernism, situated intelligence and multiple intelligences. However, the theoretical model would be constructivist in nature with the instructor presuming the function of the facilitator, supplying an environment for self-generated research, understanding the societal and collaborative nature of acquisition, assisting kids concept cognition and initiate problem-based, project-oriented work. With this passage in functions and duties, Witfelt ( 2000 ) listed new in structor competences in constructivist contexts that include supervisor makings, protagonist and facilitator of pupils ‘ work, adviser and subject-matter expert, galvanizer and encourager, supreme authority at group treatments, critic in mobilising greater attempt when aims are non being met, and judge to better general larning capacities of pupils.Case StudiesAfter analyzing the literature on engineering integrating and constructivist rules, a complementary relationship between engineering and acquisition within a constructivist model seems sound and advantageous to instructors and scholars. To exemplify these rules discretely, model instances are presented that reflect the doctrine established above. Teacher-trainees at Winthrop University in South Carolina undertook a meaningful technology-based activity to carry through literacy ends ( Richards, 1998 ) . They developed an electronic portfolio around a literacy-related subject, including informations, contemplations and critical responses, which they shared with their equals and other pedagogues. The extract of engineering was helped by implementing constructivist-based activities, such as coaction and cooperation in a group, prosecuting in job resolution and building possible solutions to social quandary, and pass oning the deeper processing of content and the critical development of literacy accomplishments and schemes ( Richards, 1998 ) . Student perceptual experiences were determined through formative and summational appraisal methods. Students responded positively toward achievement of concerted and collaborative acquisition, the engineering constituent maps and the relevancy of the activities to future callings in schools. However, they recommended that more clip be provided for treating thoughts and synthesising them in the portfolio. Research conducted at the Open University, U.K. besides demonstrated a positive relationship between constructivism and engineering integrating ( Walker, 2000 ) . A distance-learning class was developed maintaining in head the experiential and constructivist positions of larning. The intent was to assist pupils in a distance-learning class learn in better and more effectual ways, to be active scholars, building their ain apprehension. Assignments and appraisals were besides oriented towards constructivist ends. Their attempts culminated in a new paradigm of class development. A study of all the pupils who completed the class and took the scrutiny revealed that the bulk felt that they had improved their acquisition accomplishments to a considerable extent. A follow-up study was undertaken the undermentioned twelvemonth. These findings revealed a high proportion of positive responses to inquiries sing the continued usage of contemplation to better assignments, based on teachers ‘ feedback and rating standards. However, pupils were less positive about their usage of contemplation in general. These pupils like those described above ( Richards, 1998 ) struggled with maintaining and utilizing contemplation efficaciously. Students were non the lone donees of the mixture of constructivist schemes with engineering tools. Harmonizing to Richards ( 1998 ) and Walker ( 2000 ) , the development of class faculties based on constructivist patterns and the integrating of engineering were besides good to the module, as they had to be after and revise to incorporate engineering so that pupils could be helped to go more capable and mature scholars.Deductions for PracticeThese instances have important deductions for instructor pedagogues and instructors. In the country of instructor instruction, Kim and Sharp ( 2000 ) observed that the planning of instructors consistent with constructivist patterns was extremely variable with most preservice instructors cognizing really small about the effectual integrating of engineering in instruction. Since instructors tend to learn as they were taught, it is indispensable that both preservice and inservice instructors must be exposed to constructivist-based direction, which wo uld so ease the development of learning schemes consistent with recent reform motions ( Kim & A ; Sharp, 2000 ) . An exposure to constructivist learning methods and coincident multimedia acquisition experiences influenced the planning of constructivist behaviours and extract of engineering ( Kim & A ; Sharp, 2000 ) . Technology may besides act upon teacher pattern to integrate constructivist rules. Rakes, Flowers, Casey and Santana ( 1999 ) study that as the sum of engineering available, the degree of engineering accomplishments of the instructors, and the usage of engineering increased, the usage of constructivist schemes in the schoolroom besides appeared to increase. â€Å" Technology can supply the vehicle for carry throughing constructivist instruction patterns † ( Rakes et al. , 1999, p. 3 ) . So, increasing the accomplishment degrees of instructors with respect to computing machines and supplying extra chances for instructors to incorporate engineering into lessons may promote the usage of constructivist behaviours. Availability, skill degree and usage may non, nevertheless, warrant purposeful usage of engineering nor constructivist rules. Rakes et Al. ( 1999 ) reported many instructors concentrated on the drill and pattern type of package, pretermiting basic computing machine accomplishments development, or dealt merely with presentation accomplishments and Internet resources. These research workers recommended concentrating on staff development and preparation in engineering usage and constructivist patterns that moved beyond literacy accomplishments to turn to more thoroughly application and curriculum integrating issues. When turn toing the function of the instructor in constructivist paradigms, there should be no misconstruing sing the importance of the instructor. Yet, many instructors feel uncomfortable with the deficiency of a chiseled content and the displacement of venue of control to the scholars ( Brush & A ; Saye, 2000 ; Duffy & A ; Cunningham, 1996 ) . Making suited contexts is non simply supplying scholars with resources and allowing them discover things for themselves, but forming resources in such a manner to breed cognitive disagreements in the heads of the scholars, animating them to larn how to larn through a procedure of coaction and defendable apprehensions ( Duffy & A ; Cunningham, 1996 ) . As a facilitator of acquisition, the instructor is non ineffective and on the out of boundss. On the contrary, the instructor is free to utilize a assortment of constructivist schemes, such as coaching, mold, and scaffolding, to help each scholar ( Collins, Brown & A ; Newman, 1990 ) . Scaffolding may include support from other persons and artefacts, every bit good as the cultural context and history that the scholars bring to the environment. Scaffolding, nevertheless, does non intend guiding and learning a scholar toward some chiseled end but back uping the growing of the scholar through cognitive and metacognitive activities ( Hannafin, Hill & A ; Land, 1997 ) . Therefore, the instructor assumes the function of a manager and ensures common apprehension of the positions of the scholar. In utilizing collaborative and concerted groups, the instructor must be careful in guaranting that they are non merely schemes for acquisition, but means to advance dialogical interchange and reflexi veness ( Duffy & A ; Cunningham, 1996 ) . As Morrison, Lowther, and DeMeulle ( 1999 ) competently suggest, â€Å" Technology and a constructivist attack need non be at odds with each other. If we change our position of computing machines from simply a agencies to present direction to one of a tool to work out jobs, so the reform motion can act upon the usage of engineering, and engineering can act upon the reform of instruction † ( p. 5 ) .DecisionConstructivist positions assert that acquisition is the active procedure of building instead than passively geting cognition, and direction is the procedure of back uping the cognition constructed by the scholars instead than the mere communicating of cognition ( Duffy & A ; Cunningham, 1996 ; Honebein, Duffy & A ; Fishman, 1993 ; Jonassen, 1999 ; ) . Truth is determined by the viability of the scholars ‘ apprehension in the existent universe, where viability is culturally determined. The constructivist model seeks to understand multiple positions, and challenges the s cholars ‘ thought ( Duffy & A ; Cunningham, 1996 ; Jonassen, Mayes & A ; McAleese, 1993 ) . It examines the societal beginnings of buildings, whereby it acknowledges larning as a procedure of socialization. Therefore, the survey of societal and cultural procedures and artefacts becomes a cardinal issue. Context is a dynamic whole including the person and sociohistorical facets ( Duffy & A ; Cunningham, 1996 ; Ezell & A ; O'Keefe, 1994 ) . Thinking is ever dialogic, linking heads, either straight or indirectly. The indirect or semiotic agencies are the marks and tools appropriated from the sociocultural context ( Duffy & A ; Cunningham, 1996 ) . Within this displacement in focal point from the objectivist to the constructivist context sphere, engineering can play an built-in portion in the acquisition environment ( Duffy & A ; Cunningham, 1996 ) . â€Å" The profusion of the engineering permits us to supply a richer and more exciting ( entertaining ) larning environmentaˆÂ ¦ our concern is the new apprehensions and new capablenesss that are possible through the usage of engineering † ( Duffy & A ; Cunningham, 1996, p. 187 ) . By incorporating engineering with constructivist methods, such as problem-based acquisition and project-based acquisition, scholars are more responsible for and active in the acquisition procedure ( Grant, 2002 ) . Additionally, mundane applications, such as word processors and spreadsheets, become powerful instruments for reliable acquisition. Constructivism offers flexibleness to instructors to individualise larning for each pupil while utilizing engineering tools to augment cognitive and metacognitive procedures.SubscribersAloka Nanjappa is presently a doctorial campaigner, Instructional Design and Technology, Department of Instructional Curriculum and Leadership, University of Memphis, Tennessee. She was Assistant Professor in a college of instruction, affiliated to the University of Bombay, India, learning Experimental Psychology, Educational Technology, and Methodology of learning Mathematicss. She has besides taught in the K-10 and undergraduate degree ( Zoology ) in India. Aloka was late awarded the Outstanding ID & A ; T Graduate Student Award by the University of Memphis, Tennessee. Her research involvements lie in teacher instruction with a focal point on engineering integrating in the schoolroom. Michael M. Grant is an Assistant Professor at the University of Memphis in the Instructional Design and Technology plan within the teacher instruction section. His most recent research has focused on suiting single differences and constructionism. He has worked with both preservice and inservice instructors on incorporating engineering.