The speed-up in the growth rate of the U.S. economy since 1995 Essay

The speed-up in the growth rate of the U.S. economy since 1995 - Essay Example This is opposed to a hard landing, which involves the slowing down of the economy without also causing a recession. Soft landings give economies the chance to improve themselves. It allows for moderate growth, but for low inflation. Hand-in-hand with the soft landing, the growth rate of the United States sped up due to business inventories rising relatively compared to sales. As well as the former, the costs of exporting goods and supplies to other countries have dropped considerably. In 1995, the Federal Reserve was not as active as it had been in previous years. At the beginning of 1995, it did raise interest rates, which pushed up the federal funds by half of a percentage, moving the rates to six percent. The interest rates dropped remarkably. The cut of the federal rates allowed them to decline, though they also leveled-off, rose a bit, but then declined once again. â€Å"Growth is no longer concentrated in consumption.† (Taylor) Investment in equipment grew, assisted by the expensing provisions of legislation, while orders and shipments data are signaling further gains. Interest rates have been the lowest since the 1960s, sparking a record pace of new home sales and allowing automakers to boost sales by offering generous financing and discounts. The productivity growth for 1995 was well ahead of the average it held between 1973 and 1995. A strong platform for expansion was set up by flexible labor, low inflation, goods and capitol markets, and the growth in productivity. The goal in this, to keep the growth rate increasing, involves adopting the right economic policies (Taylor). There are certain methods to be taken in to account when it comes to controlling something as growth rates of an economy, any economy. The amount of tax cuts and the decrease of unemployment has aided the growth rate of the United States economy. Prior to 1995, rates were unstable -

Critical thinking Essay Example for Free

Critical thinking Essay In academic writing, an argument is usually a main idea, often called a â€Å"claim† or â€Å"thesis statement,† backed up with evidence that supports the idea. In most college papers, one needs to make some sort of claim and use evidence to support it. One’s ability to do this will separate a good paper from other papers. We use argument in everyday life to convince somebody of my ideas or opinion, convince our teachers we deserve a better grade. A better argument is accomplished if no emotion is involved. One component of argument is logic. Claims are statements about what is true or good or about what should be done or believed. Claims are potentially arguable. For example, recent tax cuts should be abandoned another is the civil war is caused by slavery. In making an argument one must use reason to support the claim. Reason is a statement that supports a given claim or in other words â€Å"why do you say that claim?† support is the evidence that we use; one example of evidence is statistics. When making an argument we must remember to use warrants which is influences or assumptions that connect the support to the claim. A very important part when making an argument is to come across to the audience as a credible speaker or arguer that has sufficient evidence, that the evidence is based on research or scholarly articles. It is important to also remember that every argument has a counterargument. Which the argument more interesting and also strong its not one that everyone agrees with.

The Story of the Crusades Essay -- Essays Papers

The Story of the Crusades The Story of the Crusades is a book that was written in 1963 by Alfred Duggan. The book’s title tells you what the book is about, the Crusades. The book follows the Western Christian’s perspective on the 200 year event, from 1095 to 1291. It starts out setting up the plot (which most good books do), then sets up the plot, and keeps on setting up the plot. The book is very slow at the beginning, then slowly starts to move but not fast enough. If I were rating this book on how exciting it was, I would not forget to count the number of times I almost fell asleep trying to read it. But the Crusades have always interested me, so I couldn’t give up on the book, The book covers all of the crusades, but it also covers all of the down time between the crusades, which is not interesting to read. I am sure it is very important to know about, but a book should be fun also, considering its written as a story, and not as the Bible. There were interesting parts though. Especially During the 3rd crusade, I never learned about the Muslim assassins who played a big part. Also I found it interesting to read more information about King Richard who was kidnapped by The Duke of Austria. Another interesting part of the book was the attitude the author took on the First Crusade. He named the Chapter â€Å"The Great Lords Ride Out†. Mr. Duggan portrays the first crusade a lot different than I have been taught in the past. The way I’ve been taught about the C...

Death of a Salesman :: Literary Analysis, Arthur Miller

What encompasses the American Dream? Arthur Miller’s â€Å"Death of a Salesman† offers a realistic, stark picture of lives overflowing with dreams wished and dreams broken; yet, there are no dreams realized here. Their dreams comprise glory and fearlessness over those which genuinely can be achieved. Although Willy, Linda, Biff and Happy, as individuals, still believe in the American Dream, it’s clear that it represents something different for each. Willy Loman has an innate ability for dreaming way beyond his capabilities. Throughout the play, Willy’s dreams represent more fantasy than truth, a behavior which his boys clearly imitate. Yet, despite the talk, there is an ongoing criticism for the world and the way things work. He brags about his sales for a trip, â€Å"I’m tellin’ you, I was selling thousands and thousands, but I had to come home† (1224). It’s difficult to tell if the stories Willy tells are what he believes to be true or what he imagines is correct; as a result, he continually tells lies to cover his shortcomings and mistakes. On the contrary, with all the â€Å"thousands and thousands† of dollars he is making, he complains about necessary repairs to mechanical objects around the house: â€Å"Once in my life I would like to own something outright before it’s broken! I’m always in a race with the junkyard† (1244)! Willy’s primary escape from reality involves his brother Ben, who typifies the American Dream; however, Willy’s escape with Ben is purely a figment of his imagination. â€Å"Opportunity is tremendous in Alaska, William. Surprised you’re not up there† (1230). His imaginings about Ben, while they appear to be an illusion throughout the story, are thoroughly realistic in Willy’s mind. He truly believes that Ben has reached the pinnacle of the American Dream. Willy refuses to recognize that he does have true abilities, as in the field of construction. He appears at times to have hope for the future, â€Å"on the way home tonight, I’d like to buy some seeds† (1243). Nonetheless, there is a pinning undercurrent of fear for Willy, as Linda discovers, â€Å"†¦sure enough, on the bottom of the water heater there’s a new little nipple on the gas pipe† (1237). Although the illusions that Willy puts forth are real to him, they are, nevertheless, simply that: Illusions. Deep down he knows things are not as they should be, with his family, his job and his life.

Kellogs Case Essay

Using two motivation theories of your choice, explain a) the similarities and the b) differences between the two theories. Among the various motivation theories, I chose Herzberg’s theory of motivation and Maslow’s hierarchy of needs. a) Similarities Herzberg is the person responsible for the birth of the two-dimensional paradigm of factors affecting people’s attitudes about work. This is sometimes called the two-factor theory. The factors involved are: hygiene factors and motivators. The presence of hygiene factors or dissatisfiers relate to the situation in which the person does what he or she does while motivators or the satisfiers relates to what a person does. Maslow introduced his hierarchy of needs which is about how people satisfy various personal needs in the context of their work. He also theorized that a person could not recognize or pursue the next higher need in the hierarchy until his or her currently recognized need was substantially or completely satisfied. The two aforementioned theories are similar in the context of recognizing that there are several factors/needs that affect a person’s attitude towards work. Particularly in Herzberg’s theory, factors may satisfy or dissatisfy a workers performance in the company; it can make them or break them. While Maslow’s hierarchy of needs stated that there are needs which one by one should be satisfied, so as to improve his capabilities as a person or as a worker in a company. These stages should be slowly and completely satisfied before going up on the pyramid of needs. So in onclusion, these two theories common denominator is the satisfaction of one’s needs for them to function more positively. In addition to their similarities, Herzberg’s hygiene factors and motivators are the same as the physiological needs in Maslow’s hierarchy of needs. b) Differences Herzberg’s theory of motivation involves the hygiene factors and motivators. These factors are different in a way that hygiene factors are called dissatisfiers while motivators are the satisfiers. Such factors like the company policy, interpersonal relations, supervision, working conditions and salary are hygiene factors. The absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or create satisfaction. Motivators on the other hand, are the factors that enriched a person’s job. There are five determinants of motivators; achievement, recognition, works itself, responsibility and advancement. Maslow’s hierarchy of needs is named as follows, beginning from the bottom on the pyramid to the top; physiological needs, safety needs, social needs, esteem needs and self-actualization. As individuals satisfy one level of need, their motivation change as they aspire to reach the higher order needs. Physiological needs are thirst, hunger and sex. Safety needs are security, stability and protection. Social needs are the escape to loneliness, love and belongingness, to love and be loved. Esteem needs are self-respect, the respect to others. Self-actualization is to fulfill one’s potentialities. Basically, the two theories differ in the aspect of the recognition of the different factors or needs that a person/leader must take into consideration. Another thing is Herzberg’s theory is all about the factors which affect a person’s attitude about work while Maslow’s hierarchy of needs is all about the various personal needs in the context of their work. 2. Describe the benefits to an organization of having a motivated workforce. When an organization has a motivated workforce, the benefits are mutually gained. It’s like hitting two birds with one stone, it may sound redundant but yes, it’s true. You gain money and at the same time you gain your workers trust and camaraderie. For example, in our store, whenever there are high rate of sales, we give incentives. If there are times when we see that our workers have a hard time working, like stocks have arrived, we give extra snacks. We treat our workers not just workers in our store but also as a member of our family, but there are limitations and we draw the line between leader and worker so as to avoid abusive behaviors. During holiday seasons or birthdays, we invite them to join us in our trip. We saw this as a chance for us to get to know our workers better outside our store, how they are as an individual. We also go a little further in knowing what motivates them, what they want, and how to satisfy their needs, because knowing what motivates our workers makes our relationship in the store, easy and effective. 3. Analyze the difference between hygiene factors and motivators. Hygiene factors are called as the dissatisfiers; they are the job factors which are essential for motivation in a workplace. The presence of these factors does not lead to positive satisfaction for long term. But if these factors are absent or if these factors are non-existent at workplace, then they lead to dissatisfaction. In other words, hygiene factors are those factors which when adequate or reasonable in a job, pacify the employees and do not make them dissatisfied. These factors are extrinsic to work. Hygiene factors are also called as maintenance factors  as they are required to avoid dissatisfaction. These factors describe the job environment or scenario. The hygiene factors symbolize the physiological needs which the individuals wanted and expected to be fulfilled. Hygiene factors include: ? Pay- The pay or salary structure should be appropriate and reasonable. It must be equal and competitive to those in the same industry in the same domain. Company Policies and administrative policies- The company policies should not be too rigid. They should be fair and clear. It should include flexible working hours, dress code, breaks, vacation, etc. ? Fringe benefits- The employees should be offered health care plans, benefits for the family members and employee help programmes. ? Physical Working conditions- The working conditions should be safe, clean and hygienic. The work equipments should be updated and well-maintained. ? Status- The employees’ status within the organization should be familiar and retained. Interpersonal relations-The relationship of the employees with his peers, superiors and subordinates should be appropriate and acceptable. There should be no conflict or humiliation element present. ? Job Security- The organization must provide job security to the employees. Motivators on the other hand are factors which are inherent to work. These factors motivate the employees for a superior performance. These factors are called satisfiers. These are factors involved in performing the job. Employees find these factors intrinsically rewarding. The motivators symbolized the psychological needs that were perceived as an additional benefit. Motivational factors include: ? Recognition- The employees should be praised and recognized for their accomplishments by the managers. ? Sense of achievement- The employees must have a sense of achievement. This depends on the job. There must be a fruit of some sort in the job. ? Growth and promotional opportunities- There must be growth and advancement opportunities in an organization to motivate the employees to perform well. ? Responsibility- The employees must hold themselves responsible for the work. The managers should give them ownership of the work. They should minimize control but retain accountability. 4. Evaluate the benefits to organizations of using different motivation approaches. If an organization uses different kinds of motivation approaches, they are more likely to achieve a better workplace with workers who are well motivated. Why is this so? because the different theories of motivation suggests a lot of tips and challenges for the company to apply for them to achieve a better and happier people in the working department. Another is that the company leaders will be able to satisfy every members needs leading to satisfaction and motivation, as well as avoiding the dissatisfiers that might result to drawbacks. Motivating the members of your company makes them more committed and they will trust you because they will feel that they are important to the company they are working into. Applying various types of motivation theories also makes the working environment more exciting and interesting, so your workers are more enthusiastic in coming to work every day and ultimately making productive, profitable and competitive business. This way, you are not just gaining money but you are also able to help others improve themselves as a worker and as efficient and effective members of the society.

Feminine Manipulation essays

Feminine Manipulation essays Females are the root of all evil. This is the idea that seems to be portrayed in the tragic play Macbeth, by William Shakespeare. They will only bring trouble and guide others, especially men, to disaster. Henceforth, due to the manipulative roles that women play in Macbeths life, his corrupt actions are out of his control and thereby inevitable. To begin, sparking Macbeths ambitions to rise to power are the three witches, or the Weird Sisters. All hail, Macbeth, that shalt be king hereafter!(Macbeth 307). This information strikes Macbeths interest as he now wonders whether this new prophecy is to be fulfilled. The prophecies promote his future violent behavior. This is the first example of women beginning to influence his will. Another advocate to Macbeths new purpose, as designated by the witches, is Lady Macbeth. When you durst do it, then you were a man; And to be more than what you were, you would Be so much more the man (Macbeth 317). Lady Macbeth is threatening Macbeths masculinity and manhood in order to bend him to her will. She uses this power over him to get what she wants; to be queen. In this manner, Lady Macbeth is behind the immorality of Macbeths actions. In another instance, Lady Macbeth ignites Macbeths murderous side. Macbeth, on his own, plans the death of Banquo and his son Fleance. Macbeth is so greatly under the power of Lady Macbeth that he even uses the same argument against his assassins as she did him. Ay, in the catalogue ye go for men...All by the name of dogs... (Macbeth 336). He is insulting the manhood of murderers in order to persuade them to kill Banquo. Lady Macbeth has been the mastermind behind the planning and now has manipulated him to where he will do as she would wish on his own. Lady Macbeth has used the deception that only a woman could use to gain power and achieve her de ...

The Guide on Writing the Medicine Research Paper That Helps You Out

The Guide on Writing the Medicine Research Paper That Helps You Out The research paper is a specific kind of text that includes references to scientific studies with reliable sources. It is very important to use credible information to prove and strengthen all the arguments in the paper. Nowadays, there are a lot of academic papers which are in great demand in the sphere because of their perfect organizational and functional structure. In fact, a medical research paper requires a considerable knowledge of medicine and all the aspects related to the subject. Besides, the results of a certain medicine paper are concentrated on improving and expansion of actual goals that have already been achieved. This complete medicine research paper writing guide will help you to achieve great results in writing a medical research paper. Just follow all the recommendations and enjoy the writing process in full. 10 Writing Tips That Work for Research Papers in Medicine When Our Writers Prepare Them Correct title. The title should attract the attention of a reader and inspire to read the whole text. It should be interesting, understandable, informative, and organized in an appropriate way. According to the title, the reader determines whether one should read the research paper and whether one will get useful or important information from it. Introduction keeps the readers attention and facilitates the continuation of reading. There is no doubt that it must contain information about the main idea of the whole paper and a brief statement of its content. Thesis statement. There should be a statement of the whole text of the medical research paper or some details that are potentially interesting to the reader. When writing the main text, one should strictly adhere to the topic and its main principles: Conciseness; Literacy; Reasoning. The medicine research paper must be written in simple sentences using medicine terms. Therefore, the provided information will be appropriate for understanding or memorization. The logical separation of the main ideas. The text must be divided into logically complete paragraphs. There should be no more than 5-10 sentences in one paragraph for easy reading. Plan. To follow the topic, it is necessary to use a plan listing two or three convincing arguments for the main part and a few phrases for a convincing conclusion. Logical sequence of paragraphs. It is important to move from one paragraph to another smoothly without losing a basic idea. The writer must keep in mind the accents that draw attention to the necessary moments. When writing the medicine research paper, the student should adhere to the required language and style avoiding slang and jargon lexis. In contrast, the writer must avoid words that may not be clear to the reader when text is outlined. The text must be checked not only for spelling and punctuation errors but also for the vitally important terms regarding the medicine notions and processes. The conclusion of the paper should be logical and must contain the key positions of the medical research paper. How to Choose a Topic for a Medicine Research Paper? When choosing a topic for the research paper, it is worth taking into account the interests, views, and own preferences. It is quite evident that it would be difficult and even impossible to make a medicine research paper valuable without a competent writer who would contribute a lot to this kind of work. Hence, as a researcher, you should be deeply interested in the chosen topic. It would give an opportunity to find more credible information. Besides, you should analyze the results of a careful investigation as well as the consequences of the research. It will help to make the paper more accurate because there would be personal reflections and opinions concerning the topic. After all, the topic of the medicine research paper is something that must come from the heart of the individual. The student can discuss the topic with the professor during the preparation stage and elaborate priceless thoughts and pieces of advice, which would help to make the paper perfect. All in all, the experienced person is worth trusting, and it would not be a mistake to contact a mentor to make some improvements. There are some suitable topics for a medicine research paper: The Role Of Antibiotics in Human Life; Child Obesity in Modern Society; The Importance of the Placebo Effect; Disorders Connected with Poor Sleep; Drugs and Their Impact on Peoples Lives; The Study of Genetic Disease; Homeopathic Medicines and Their Benefits; The Percentage of Autistic Children among Modern Teenagers. Non-deliberate topics are: The History of Medicine; Vaccination; Cancer Research; The Treatment of Virus Infections. Creating an Outline for Your Medicine Research Paper Unfortunately, many difficulties occur while writing this certain paper, especially when it includes experimental medicine studies. The outline help reasonably to organize the whole paper, and it would be definitely clear to analyze the medicine research paper where all the needed information is written in the outline. The outline of your research paper in Medicine must include: Paper title; Thesis statement; Major research ideas indicated by Roman numerals (I, II, III, IV, V, etc.) or capital Arabic numerals (1, 2, 3, 4, 5, etc.); Supporting points indicated by capital letters (A, B, C, D, E, etc.) It is time to have a look at your research paper in details, which should be in your outline, to understand what your paper will bring to the field of study. Sources for Your Research Paper in Medicine When conducting research, students must devote significant attention to the sources. It goes without saying that they must be credible, reliable, and adequate. Moreover, the person must check all the information thoroughly in order to demonstrate one’s knowledge brilliantly. Nowadays, the majority of teachers and professors encourage their students to use books, textbooks, and different medical journals, which can be easily found online or in the library of the university. In fact, it is comfortable to have such an opportunity, but there is still a part of students who are used to finding the needed information in their own ways. You certainly know that the Internet is rich in various sources but not all of them tell the correct facts and ideas. In practice, it is difficult enough to distinguish the trustful. Consequently, it is better to be aware of any good ways of choosing the needed knowledge before taking a topic of medical research into work. How to Cite Sources Properly in a Medicine Research Paper? After choosing the needed sources, one can face the troubles with citing them. However, this site is one of the most simple and useful for it. The student can easy revise one’s citing skills or even learn how to cite sources in a proper way. As a rule, professors require the researchers in different format styles, but the most widespread are MLA, APA, Chicago. The paper must also contain the appropriate citation due to the required writing format. List of suitable sources for the research paper in Medicine: Principles and Practice of Clinical Research. Elsevier/Academic Press, 2018. Rich, Mari. Medicine. Mason Crest, 2017. Shiralkar, Uttam, Ms, Frcs, Mrcpsych (Worcester Health And. Surgeon, Heal Thyself Optimising Surgical Performance by Managing Stress. Taylor Francis Inc, 2017. Stenhouse, Louise. Anatomy. Mosby Elsevier, 2015. Solomon, Eldra Pearl. Introduction to Human Anatomy and Physiology. Saunders/Elsevier, 2016. The Structure of a Good Research Paper in Medicine When writing the medicine research paper, it must include the information about its purpose. At the end of this section, it is necessary to clearly formulate its hypothesis, research data, and their methods, as well as the list of abbreviations used and the entire list of parameters applied in the paper. When writing the section Introduction, the student must follow ‘from general information to a specific detail’ principle, to bring the reader to the next direct solving- the purpose of research, creating a broad picture of the problem. In the ‘Materials and Methods’ section, it is necessary to explain the process of an experiment in a chronological and clear way so that readers could evaluate the results of medical research, and recreate the experiment to check the reliability of its results. Besides, students must try to maintain a balance between brevity (one cannot describe every movement of the scientist in the experiment, but can refer to the necessary broad description of operations in a different source) and exhaustion (key details of the experiment should be given with sufficient diligence). In the description of the experiment, the relation is conducted in a third person way. Some common statistical methods of providing research are given in the section without comments. Advanced or unusual statistical methods require a link to a more exhaustive description in the literature. It does not recommend to mix the chronology of the experiment and its results by keeping the logical sequence of material presentation not to be distracted by strangers data. The section Results and Discussion aims at highlighting the student’s generalization and thoughts on the main idea of the medicine research paper, explaining the essence of the achieved results, as well suggestions for the further research. In the text, the article should not describe in detail the concepts, methodologies, terms, which are commonly known in the specific medicine industry. Reference should be made to all information that does not belong to the student personally. Logically, the section is combined with the introduction and explains how the research findings confirm the positive results of the basic scientific hypothesis testing. The discussion is considered to be the most important element of scientific research. Specific results should be precisely combined with the answers to specific research questions. For instance, the question of the scientific hypothesis of the author in the introduction must be verified in the end regardless of how much of the results r eliably confirmed it. To construct an interesting discussion, a writer must evaluate the contradictions of some of the received goals. The student can find results and figure out any unexpectedly-invented achievements. What is more, it is better to start the paragraph with the fact of obtaining an unexpected result. An artificial limitation and the weakness of the author statement when discussing the results lead to the uncertainty of their significance and the overall reliability of the proposed materials. The medicine research paper involves the usage of tables and figures with the outcomes of the research. Of course, they are intended to inform the reader about the achieved results. It is necessary to determine which of the questions must be addressed and discussed before the formation of tables and figures. The used sources should correspond to the data in the table or figure. Also, a writer must limit the number of tables and figures to the themes that will directly provide the necessary information. These tables should not duplicate the data already given in the text. The student has to include the results that are important for the entry issues and independently decide whether they confirm the reliability of the discussed hypothesis. Text must strictly adhere to the order of the numbering of the tables and figures. They are usually placed on individual pages followed by citation links. Actually, tables can be used to synthesize extensive numerical and also literary data. The â€Å"Conclusion’ section plays a significant part in a medical research paper. Its central part must summarize the described information and confirm the thesis. Strong arguments are the key elements, which would help the student to organize successful medical research. They must be listed in conclusion. The competent approach towards writing the paper would help to create the respected research. In general, the conclusion should be based on the achieved results from the described study. Also, the writer must include all methods, elements, and aspects, which were used during the study. It is necessary to remember to summarize everything logically and in the correct order. Additionally, the medicine research paper would definitely have many professional terms, which must be necessarily explained properly. It is recommended to devote the separate space for giving the definition for each of them. This would give a chance for all readers to understand the whole information and the principles of the research correctly. Editing the Medicine Research Paper Correctly: The student should revise the whole paper thoroughly in order to ensure that everything is written in a logical way with no mistakes; He or she must proofread the information to exclude the grammar and spelling errors; The student should pay significant attention to the terminology, read each definition to understand that all of them were explained correctly. It is a responsible enough task because the topic concerns medicine and many people can absorb the provided knowledge. Checking the Research Paper for Plagiarism Plagiarism is one of the most serious threat to get a worthy mark. The medicine research would count a lot of terms, and, therefore, students must take care of this issue and properly write their research paper with correct citation. Nowadays, there are plenty of free plagiarism checkers where students can revise their academic papers. Now you’re equipped enough to create a masterpiece in Medicine. It will be your research paper if you follow all the medicine research paper writing tips mentioned in this guide. Don’t hesitate to show your knowledge in practice!

All About Serializing in Visual Basic

All About Serializing in Visual Basic Serialization is the process of converting an object into a linear sequence of bytes called a byte stream. Deserialization just reverses the process. But why would you want to convert an object into a byte stream? The main reason is so you can move the object around. Consider the possibilities. Since everything is an object in .NET, you can serialize anything and save it to a file. So you could serialize pictures, data files, the current state of a program module (state is like a snapshot of your program at a point in time so you could temporarily suspend execution and start again later) ... whatever you need to do. You can also store these objects on disk in files, send them over the web, pass them to a different program, keep a backup copy for safety or security. The possibilities are quite literally endless. Thats why serialization is such a key process in .NET and Visual Basic. Below is a section on custom serialization by implementing the ISerializable interface and coding a New and a GetObjectData subroutine. As a first example of serialization, lets do one of the easiest programs, but also one of the most useful: serializing data, and then deserializing data in simple class to and from a file. In this example, the data is not only serialized, but the structure of the data is saved too. The structure here is declared in a module to keep things ... well ... structured. Module SerializeParmsSerializable() Public Class ParmExample  Ã‚  Ã‚  Public Parm1Name As String Parm1 Name  Ã‚  Ã‚  Public Parm1Value As Integer 12345  Ã‚  Ã‚  Public Parm2Name As String  Ã‚  Ã‚  Public Parm2Value As DecimalEnd ClassEnd Module Then, individual values can be saved to a file like this: Imports System.Runtime.Serialization.Formatters.BinaryImports System.IOPublic Class Form1  Ã‚  Ã‚  Private Sub mySerialize_Click( _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal sender As System.Object, _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal e As System.EventArgs) _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Handles mySerialize.Click  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim ParmData As New ParmExample  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ParmData.Parm2Name Parm2 Name  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ParmData.Parm2Value 54321.12345  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim s As New FileStream(ParmInfo, FileMode.Create)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim f As New BinaryFormatter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  f.Serialize(s, ParmData)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  s.Close()  Ã‚  Ã‚  End SubEnd Class And those same values can be retrieved like this: Imports System.Runtime.Serialization.Formatters.BinaryImports System.IOPublic Class Form1  Ã‚  Ã‚  Private Sub myDeserialize_Click( _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal sender As System.Object, _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal e As System.EventArgs) _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Handles myDeserialize.Click  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim s New FileStream(ParmInfo, FileMode.Open)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim f As New BinaryFormatter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dim RestoredParms As New ParmExample  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  RestoredParms f.Deserialize(s)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  s.Close()  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Console.WriteLine(RestoredParms.Parm1Name)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Console.WriteLine(RestoredParms.Parm1Value)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Console.WriteLine(RestoredParms.Parm2Name)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Console.WriteLine(RestoredParms.Parm2Value)  Ã‚  Ã‚  End SubEnd Class A Structure or a collection (such as an ArrayList) rather than a Class could also be serialized to a file this same way. Now that we have gone over the basic serializing process, lets look at the specific details that are part of the process on the next page. One of the first things you should notice about this example is the Serializable() attribute in the Class. Attributes are just more information that you can provide to VB.NET about an object and theyre used for a lot of different things.  The attribute in this code tells VB.NET to add extra code so that later on, everything in this class can be serialized. If there are specific items in the Class that you dont want to be serialized, you can use the NonSerialized() attribute to exclude them: NonSerialized() Public Parm3Value As String Whatever In the example, notice is that Serialize and Deserialize are methods of the BinaryFormatter object (f in this example). f.Serialize(s, ParmData) This object takes the FileStream object and the object to be serialized as parameters. Well see that VB.NET offers another object that allows the result to be expressed as XML. And one final note, if your object includes other subordinate objects, theyll be serialized too! But since all objects that are serialized must be marked with the Serializable() attribute, all of these child objects must be marked that way too. Just to be completely clear about what is happening in your program, you might want to display the file named ParmData in Notepad to see what serialized data looks like. (If you followed this code, it should be in the bin.Debug folder in your project.) Since this is a binary file, most of the content isnt readable text, but you should be able to see any strings in your serialized file. Well do an XML version next and you might want to compare the two just to be aware of the difference. Serializing to XML instead of a binary file requires very few changes. XML isnt as fast and cant capture some object information, but its far more flexible. XML can be used by just about any other software technology in the world today. If you want to be sure your file structures dont tie you into Microsoft, this is a good option to look into. Microsoft is emphasizing LINQ to XML to create XML data files in their latest technology but many people still prefer this method. The X in XML stands for eXtensible. In our XML example, were going to use one of those extensions of XML, a technology called SOAP. This used to mean Simple Object Access Protocol but now its just a name. (SOAP has been upgraded so much that the original name doesnt fit that well anymore.) The main thing that we have to change in our subroutines is the declation of the serialization formatter. This has to be changed in both the subroutine that serializes the object and the one that deserializes it again. For the default configuration, this involves three changes to your program. First, you have to add a Reference to the project. Right-click the project and select Add Reference .... Make sure ... System.Runtime.Serialization.Formatters.Soap ... has been added to the project. Then change the two statements in the program that references it. Imports System.Runtime.Serialization.Formatters.SoapDim f As New SoapFormatter This time, if you check out the same ParmData file in Notepad, youll see that the whole thing is in readable XML text such as ... Parm1Name idref-3Parm1 Name/Parm1NameParm1Value12345/Parm1ValueParm2Name idref-4Parm2 Name/Parm2NameParm2Value54321.12345/Parm2Value There is also a lot of additional XML there thats necessary for the SOAP standard in the file as well. If you want to verify what the NonSerialized() attribute does, you can add a variable with that attribute and look at the file to verify that its not included. The example we just coded only serialized the data, but suppose you need to control how the data is serialized. VB.NET can do that too! To accomplish this, you need to get a little deeper into the concept of serialization. VB.NET has a new object to help out here: SerializationInfo. Although you have the ability to code custom serialization behavior, it comes with a cost of extra coding. The basic extra code is shown below. Remember, this class is used instead of the ParmExample class shown in the earlier example. This isnt a complete example. The purpose is to show you the new code that is needed for custom serialization. Imports System.Runtime.SerializationSerializable() _Public Class CustomSerialization  Ã‚  Ã‚  Implements ISerializable  Ã‚  Ã‚   data to be serialized here  Ã‚  Ã‚   Public SerializedVariable as Type  Ã‚  Ã‚  Public Sub New()  Ã‚  Ã‚   default constructor when the class  Ã‚  Ã‚   is created - custom code can be  Ã‚  Ã‚   added here too  Ã‚  Ã‚  End Sub  Ã‚  Ã‚  Public Sub New( _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal info As SerializationInfo, _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal context As StreamingContext)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   initialize your program variables from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   a serialized data store  Ã‚  Ã‚  End Sub  Ã‚  Ã‚  Public Sub GetObjectData( _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal info As SerializationInfo, _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ByVal context As StreamingContext) _  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Implements ISerializable.GetObjectData  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   update the serialized data store  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   from program variables  Ã‚  Ã‚  End SubEnd Class The idea is that now you can (and, in fact, you must) do all of the updating and reading of data in the serialized data store in the New and GetObjectData subroutines. You must also include a generic New constructor (no parameter list) because youre implementing an interface. The class will normally have formal properties and methods coded as well ... Generic PropertyPrivate newPropertyValue As StringPublic Property NewProperty() As String  Ã‚  Ã‚  Get  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Return newPropertyValue  Ã‚  Ã‚  End Get  Ã‚  Ã‚  Set(ByVal value As String)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  newPropertyValue value  Ã‚  Ã‚  End SetEnd Property Generic MethodPublic Sub MyMethod()  Ã‚  Ã‚  method codeEnd Sub The resulting serialized class can create unique values in the file based on the code you supply. For example, a real-estate class might update a the value and address of a house but the class would serialize a calculated market classification as well. The New subroutine will look something like this: Public Sub New( _  Ã‚  Ã‚  ByVal info As SerializationInfo, _  Ã‚  Ã‚  ByVal context As StreamingContext)  Ã‚  Ã‚   initialize your program variables from  Ã‚  Ã‚   a serialized data store  Ã‚  Ã‚  Parm1Name info.GetString(a)  Ã‚  Ã‚  Parm1Value info.GetInt32(b)  Ã‚  Ã‚   New sub continues ... When Deserialize is called on a BinaryFormatter object, this sub is executed and a SerializationInfo object is passed to the New subroutine. New can then do whatever is necessary with the serialized data values. For example ... MsgBox(This is Parm1Value Times Pi: _  Ã‚  Ã‚   (Parm1Value * Math.PI).ToString) The reverse happens when Serialize is called, but the BinaryFormatter object calls GetObjectData instead. Public Sub GetObjectData( _  Ã‚  Ã‚  ByVal info As SerializationInfo, _  Ã‚  Ã‚  ByVal context As StreamingContext) _  Ã‚  Ã‚  Implements ISerializable.GetObjectData  Ã‚  Ã‚   update the serialized data store  Ã‚  Ã‚   from program variables  Ã‚  Ã‚  If Parm2Name Test Then  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  info.AddValue(a, This is a test.)  Ã‚  Ã‚  Else  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  info.AddValue(a, No test this time.)  Ã‚  Ã‚  End If  Ã‚  Ã‚  info.AddValue(b, 2) Notice that the data is added to the serialized file as name/value pairs. A lot of the web pages Ive found in writing this article dont seem to have actual working code. One wonders whether the author actually executed any code before writing the article sometimes.

LAW Essay Example | Topics and Well Written Essays - 2750 words

LAW - Essay Example 2. Your LAW1100 essay should use at least 6 to 10 quality academic reference sources (i.e. in terms of LAW1100 requirements, texts and journal articles – see LAW1100 on campus Essay Preparation Kit (2011), page 19). This essay has 6 quality academic reference sources (in determining the number of quality academic reference sources for LAW1100 purposes, add up the total number of end references and subtract those which are not texts or journal articles; do not include the number of cases in this count – see point 4 below). 3. Your LAW1100 essay should cite your end reference sources (collectively) on at least 30 occasions in the body of your essay (see LAW1100 on campus Essay Preparation Kit, page 20). This essay has 30 in-text reference entries. (in determining the number of in-text references used, count the number of times your end reference sources have been cited in-text in total – note that a few of your reference sources will likely be cited in-text more of ten than others; do not include the number of cases in this count – see point 4 below). 4. Your LAW1100 essay should use at least 8 to 10 case authorities (see LAW1100 on campus Essay Preparation Kit, page 17). ... SAY ASSIGNMENT (DUE MONDAY WEEK 8) Law of Negligence: Duty of Care An essay by __________________________ (your name) TABLE OF CONTENTS Page 1.0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 2.0 Background†¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 3.0 Duty of Care for Negligent Acts †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ 4 3.1 Historical Approach †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 3.2 Contemporary Approach †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 3.2. 1 Reasonable foreseeability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 3.2.2 Analogies – recognized duties of care †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 3.2.3 Neighbourhood factors †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 4.0 Duty of Care for Negligent Advice †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦ 8 4.1 Development of the law †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦... 9 4.2 Shaddock test, reliance and assumption of responsibility†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦ 9 5.0 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 5.1 Duty to prove duty of care†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦................ 9 5.2 Breach of contract†¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 10 6.0 Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 11 7.0 End References and Table of Cases †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 Law of Negligence: Duty of Care 1.0 Introduction The duty of care is a duty which is often assumed to be incumbent upon each and every person for as long as he deals and he relates with other people. This duty can sometimes be neglected and

Colon Cancer & Obesity Research Paper Example | Topics and Well Written Essays - 1250 words

Colon Cancer & Obesity - Research Paper Example This research paper will look into obesity and colon cancer ion relation to obesity contribution to colon cancer. The paper will then address the extent of contribution of colon cancer, prevention measures, statistics and risk factors that are closely related to it (Pendyala, Neff, Suarez-Farinas and Holt, 2011). Pathophysiology Obese people have a high chance of getting colon cancer compared to healthy individual. Research has proved that obese people has a double likely hood of getting the disease. There is a possibility that obesity exacerbates inflammations in the colon which is associated with cancer. Colon cancer starts in form of non-cancerous growth which is referred to as polyp. The individuals who have the overweight have a higher chance of developing polyps. This puts obese people at a risk of getting colon cancer. Adipose tissue dysfunction is directly related to insulin resistance. Obese individuals have insulin resistance condition where serum level increases. This lead s to aversion of hyperglycemia. The condition of being insulin resistance plays a vital role in promoting cancer growth. Another factor that may lead to obese people having cancer is reduced plasma amount of adiponectin in obesity. Obese individuals are susceptible to oxidative stress which is associated with chronic inflammation leading to tumor development (Louis, Scott, Duncan & Flint, 2007). In obese individuals, several factors lead to the prevalence of the condition. These are classified into two broad categories the mechanisms s can be universal in nature such that they are related to all types of tumors from their relation to hormonal or other abnormalities that are evident in obesity. The other type is specific. They lead to a specific tumor in a specific position. This type is related to consequential effects of obesity. The diet intake of the obese people can also lead to obesity. The typical food that is available in the developed countries is rich in calories and also t here is high consumption of alcohol (Louis, Scott, Duncan & Flint, 2007). Most of the individuals who are obese use weight reducing diets to shed weight. This involves taking diets which are very low in carbohydrates. These diets are very low in carbohydrates but have excess amount of protein which makes it possible to reduce weight faster. These diets involve removal of starch and fiber. Through the use of these diets, the obese individual affects the fermentative activity that occurs in the large intestines. Reduction of the fermentative activity in the large intestines leads to reduction of butyrate and fatty acid in the fecal short chain. The shift in the diet leads to reduction in the bacteria. These are useful bacteria that help in reducing risk of colon cancer in the body. The evidence of the importance of these bacterial puts at risk individuals who are in weight loss diets. The long term effects of using the weight reduction diets are colon cancer. Another factor that can l ead obesity to colon cancer is intake of high protein diet during weight loss exercise. As the obese people try to restrict intake of carbohydrates, they consume food that is high in protein and fat. The reason behind taking food high in protein is satiety (Renehan, Tyson, Egger, Heller and Zwahlen, 2008). Insulin resistance is another cause of obesity related cancer. Obese individuals

MBA Implementing Strategies Essay Example | Topics and Well Written Essays - 2750 words

MBA Implementing Strategies - Essay Example In other words Level 5 Leader possesses transformational leadership qualities that radiate downwards to the first level in a vertical hierarchical structure. Thus the other four levels are subordinate ones with gradually rising power dynamics (Segal, 2005, p.159). A great number of leadership style theories has proliferated in the recent years but nevertheless the following seven theoretical approaches are found often in the current literature on the subject - Trait leadership theories, Behavioural leadership theories, Participative leadership theories, Contingency leadership theories, Relationship or transformational leadership theories, Management or transactional leadership theories and Situational leadership theories. These theories have acquired different levels of importance and acceptance in different time periods. Each one has its own significance and value. Despite the popularity of many of them transformational leadership theories such as Level 5 Leadership theory of Collins have been gaining ascendancy against the rest as of recently. I have been involved in strategic management consultancy industry for quite a while and am familiar with this service-based industry that provides integrated function-centric deliverables to its clients. At Accenture where I worked as a systems/strategy developer these products are delivered to the end user by way of process control systems, interfaces, seamless integration techniques and end-user product deliveries. Accenture, being a global strategic management consultancy, has a truly democratic leadership style and it’s augmented by a holistic approach that has more or less some characteristics of the Blake-Mouton Leadership Theory. With the ever increasing process of globalization came the need for shifting borders away from the individual state to make use of highly skilled and mobile labour and in the process, the leadership style too has been influenced by it and

Slavery and the American Revolution Research Paper

Slavery and the American Revolution - Research Paper Example There were however major regional variations in the numbers of slaves held in the United States. In the northern states, the slave population was very low at only 2 percent but the further south you got the larger the slave population got such that around the Chesapeake Bay it was about 40 percent slave. Further south, in South Carolina, slaves were so many that they outnumbered the white population by two to one. Slaves were an invaluable form of labor on the rice, tobacco and cotton farms especially as they were hardy and survived the vagaries of malaria and other diseases. Slaves thus formed the major labor resource for the southern farmers (Smitha, 2002). Especially in the south, there was a lot of integration of the populations of the white farmer families. There were large numbers of intermarriages between the white slave owners and their African slaves, as well as a lot of fathering of inter-racial children by the white slave masters. This lead to a large population of mixed r ace Americans that were usually considered part of the slave class. By the time of the American Revolution, the slave population had therefore grown to such a number that they were a real and present factor in the American Revolution war (Smitha, 2002). ... All in all over 100,000 African Americans escaped, died or were killed while serving the various armies that fought in the revolution war (PBS, n.d.). During the war the African American slaves fought on both sides of the divide, albeit for different motivations, reasons and reward. The Southern states Patriots, who were always worried about the numbers of the slaves and African Americans, were initially more reluctant to allow the slaves to be armed and fight alongside their forces, reckoning that they would rather face the colonialists than run the risk of a revolt by their slaves if they were armed and put into active military combat. General Washington at first forbade the recruitment of the black slaves into the Patriot army, worried by the impact that would have on their attitudes, the moral of his other fighting men and their ability to fight and be part of the military outfit. However, as the war wore on and they Patriots found that they needed more and more manpower, they re luctantly startedrecruiting the slaves and other blacks who had been freedinto their fold, though none ever rose up any ranks in the military hierarchy. Thus the Patriots had within their ranks a small minority of slaves in their ranks but it was never more than 5 per cent or so (National Park Service, 2008). The colonialists and Loyalists were more pragmatic in their approach to the use of slaves as part of their combat troops in the war. They saw the opportunity to deplete the Patriot military ranks by actively recruiting the slaves from their Patriot owners. The effect and impact of this was twofold – it swelled the ranks of the Loyalist troops while at the same time reducing the manual labor available for the southern Patriot farmers. The British governor of Virginia,

Writing Fundmentals Essay Example | Topics and Well Written Essays - 250 words

Writing Fundmentals - Essay Example In the first paragraph, Ruth Winter is only five years old. After a year, she joins school in the second paragraph, and she is now six years old. The third paragraph in this essay is set during the summer of  the authors  second grade, which means that Winter is seven years old, and a few months shy off eight years. The fourth paragraph in the essay is set when Winter is in her third grade of school, which puts her age at eight years. In the fifth paragraph, Winter is ten years old while she attains the age of eleven years and she is in  her high school education in the sixth paragraph. In the final paragraph, Winter is eighteen years old. The article by Roach may be a little disturbing, but it is also fascinating in the same breathe. In this case, the author visits a medical facility where dead bodies are donated for research. Roach uses humor to explain the crucial role that these dead bodies play  since  surgeons use them to practice  before an actual brain surgery, which highlights the critical role of the heads of the dead bodies in surgical procedures to save

Slavery and the American Revolution Research Paper

Slavery and the American Revolution - Research Paper Example There were however major regional variations in the numbers of slaves held in the United States. In the northern states, the slave population was very low at only 2 percent but the further south you got the larger the slave population got such that around the Chesapeake Bay it was about 40 percent slave. Further south, in South Carolina, slaves were so many that they outnumbered the white population by two to one. Slaves were an invaluable form of labor on the rice, tobacco and cotton farms especially as they were hardy and survived the vagaries of malaria and other diseases. Slaves thus formed the major labor resource for the southern farmers (Smitha, 2002). Especially in the south, there was a lot of integration of the populations of the white farmer families. There were large numbers of intermarriages between the white slave owners and their African slaves, as well as a lot of fathering of inter-racial children by the white slave masters. This lead to a large population of mixed r ace Americans that were usually considered part of the slave class. By the time of the American Revolution, the slave population had therefore grown to such a number that they were a real and present factor in the American Revolution war (Smitha, 2002). ... All in all over 100,000 African Americans escaped, died or were killed while serving the various armies that fought in the revolution war (PBS, n.d.). During the war the African American slaves fought on both sides of the divide, albeit for different motivations, reasons and reward. The Southern states Patriots, who were always worried about the numbers of the slaves and African Americans, were initially more reluctant to allow the slaves to be armed and fight alongside their forces, reckoning that they would rather face the colonialists than run the risk of a revolt by their slaves if they were armed and put into active military combat. General Washington at first forbade the recruitment of the black slaves into the Patriot army, worried by the impact that would have on their attitudes, the moral of his other fighting men and their ability to fight and be part of the military outfit. However, as the war wore on and they Patriots found that they needed more and more manpower, they re luctantly startedrecruiting the slaves and other blacks who had been freedinto their fold, though none ever rose up any ranks in the military hierarchy. Thus the Patriots had within their ranks a small minority of slaves in their ranks but it was never more than 5 per cent or so (National Park Service, 2008). The colonialists and Loyalists were more pragmatic in their approach to the use of slaves as part of their combat troops in the war. They saw the opportunity to deplete the Patriot military ranks by actively recruiting the slaves from their Patriot owners. The effect and impact of this was twofold – it swelled the ranks of the Loyalist troops while at the same time reducing the manual labor available for the southern Patriot farmers. The British governor of Virginia,

Response paper about an article called ''Cuba Revolutionary Essay

Response paper about an article called ''Cuba Revolutionary Projections - Essay Example its socio-political transformation that had witnessed changing social structure of Cuba along with changing international alliances with withdrawal of American influences, including Hollywood films and emergence of socialistic culture and its coalition with Soviet Union etc. Consequently, films became the major platform to showcase transforming picture Cuba and an important way to influence the taste and preferences of people of Cuba who had become addicted to Hollywood films. ICAIC had contributed to the creative evolution of Cuban cinema despite its limited resources. It had not only helped make permanent record of the Cuban revolution but also encouraged Cuban artists and filmmakers to experiment and exploit media. In 1962, Mobile cinema had reached communities who had previously no access to films and their undiluted enthusiasm was captured in Octavio Cortazar’s short film, Por Primera vez. Eminent filmmakers had made their mark in the decade with highly creative films that had showcased the theme of revolution in bourgeois setting. Thus, films like Death of a Bureaucrat (Garcia Espinoza), Memories of the Underdevelopent, 1968 (Tomas Gutierrez Alea), Lucla (Humberto Solaz), The First machete Charge (Octavio Gomez), NOW, Hanoi Tuesday 13th, Seventy Nine Springs etc. by Santiago Alvarez etc. had brought Cuban films into the center stage of International film arena. (words:

Health Care Spending Essay Example for Free

Health Care Spending Essay In the past seven decades health care spending has been increasing tremendously. The industrial era brought in a new system to help population duel with the cost of medical care. New technology has become a much needed investing in the 21st century which has yield to a great margin between small and big facilities. When looking at all of these factors there is no wonder the nation is spend way too much money on health care, although at times might seem that there is not enough. It seems that the right investment is needed to help aid those that need help the most the elderly and unemployed, with the economy in a fragile state and unemployment rates increasing with the quarters there is no question that decisions about how we are spending on health care needs to change. Even though so many factors are involved in the spending this paper would focus on our current level of expenditures, how and where is the money spent, forecasting what would be coming next. Current level of national healthcare expenditures According to Physicians for a National Health Program (2012), â€Å"National Health Expenditures was $2.8 trillion, and the spending as a percent of GDP was 18% for 2012† (National Health Expenditure Projections: Modest Annual Growth until Coverage Expands and Economic Growth Accelerates). When looking at these facts many would even argue we are spending quite enough when it comes to healthcare or perhaps too much, however is the complete opposite not enough spending is in the right place. These figures does not represent the spent on one area of health care the graph below will provide an idea as to what, when, and where was spent on 2009. Total = $2.3 Trillion Source: Martin A.B. et al., â€Å"Growth In US Health Spending Remained Slow in 2010; Health Share of Gross Domestic Product Was Unchanged from 2009,† Health Affairs, 2012. As shown on the graph 51% of the spending is towards hospital care and physician/clinical services which are great to be invested in, however the rest of the spending in my opinion is not proportionally distribute, yes those areas are extremely important but it would be beneficial if more can be distributed along medication, and other professionals services to include the testing and diagnose of serious illnesses such as cancer. The investment is require to subsidize the needs on these areas, 45 percent of people under age 65 who dont have insurance coverage for prescriptions said they had not filled a prescription in the last year because of the cost. Additionally, 84 percent of working-age people in the U.S. without insurance coverage for prescriptions said they had taken some action such as spending less on groceries or postponing paying other bills in order to pay for their medications, an increase from 71 percent last year (Rowan, 2012). Regarding testing for patients with cancer there should be more funding for the new technology available for test that many patients are not aware, because they cannot afford it or simply because it is not available in their area. Spending: Too much or not enough? In 2010, $2.6 trillion was spent on health care services and products, 61 percent of which purchased hospital care, physician and clinical services, and retail prescription drugs. Private health insurance paid for 33 percent, out-of-pocket sources for 12 percent, and other third party payers and programs for 7 percent. The two largest government health care programs, Medicare and Medicaid, purchased $925.1 billion worth of health care goods and services in 2010, accounting for 36 percent of total health care spending (Centers for Medicare and Medicaid Services, 2012). The increase of cost would continue to rise according to economists, health care managers, and advisors forcing for a new reform to change the system. Thus many are not too please with this idea is a phenomenal that cannot be avoid, there is a need to change in policies and methods in which we spent or invest in health care. Suggesting that the investment is too little would be a denial statement, everyday more and more patients are relying on programs such as Medicare and Medicaid to get the attention required at the moment. As the economic recession set in deeper less would be available to afford just the basic needs, medication or any treatment; unemployment rates are on the rise and it does not seem it would stop anytime soon. Although the new reform would try to establish some type of stability, until the insurance companies and policy makers come to an agreement to provide a universal premium for service which can be affordable for all, the same problems would continue to emerge. Many factors also have effect on spending considering for example the demand for new technology in the 21st century; this trend has become to some degree a factor in the rise on health care spending. Much of this new technology is beneficial if it provides a new way to used already establish technology, however many studies have revealed that most of them are only here to replace such technology and at some circumstances increase the cost of service. As a country a deeper consideration of such technology is needed not only to save money, but to invest wisely as to what would help the system cut in spending. Future economic needs of health care For years to come the enduring effects of the economic recession and slow recovery, due mostly because of partial growth in incomes, are expected to continue to limit health spending growth. In 2014 the coverage expansions laid out in the Affordable Care Act for Medicaid and for private health insurance are expected to increase the growth rate for health spending, with notable increases expected in spending on physician services and prescription drugs for newly insured patients. By the end of the year, higher income growth and the continuing shift of baby boomers into Medicare are expected to cause health spending to grow roughly two percentage points faster than overall economic growth, which is about the same differential experienced over the past thirty years. Therefore a necessary reform of a national health care perhaps would provide the change needed, the only issue with this suggestion is the funding. Thus a national health care would help every citizen reach the so needed medical attention required at an affordable price there is no surprise that the funding through Federal programs are thinning, and the cost of private insurance keeps on raising. Therefore a more evaluated reform should be put in place where the cost of care should be regulated, and more affordable options are given to the population; an increase on reimbursement of healthcare for basic health needs is necessary to subsidize the cost for complex health needs in order to keep the cost regulated. According to Centers For Medicare And Medicaid Services (2011), â€Å"In 2014, national health spending is projected to rise to 7.4 percent, or 2.1 percentage-points faster than in the absence of reform, as the major coverage expansions from the Affordable Care Act (ACA) are expected to result in 22 million fewer uninsured people† (National Health Expenditure Projections 2011-2021). Increases in Medicaid spending growth, and private health insurance growth will contribute to the overall acceleration in national health spending in 2014. There is no question that technology would also continue to raise to help the system provide the best and fast way possible services to those in need. Investing more in health care can only benefit the nation; however the right decisions needs to be made in order to keep the spending growth under control. Reference Centers for Medicare and Medicaid Services. (2012). Retrieved from http://www.cms.gov/Research-Statistics-Data-and-Systems/Statistics-Trends-and-Reports/NationalHealthExpendData/downloads/dsm-10.pdf Centers for Medicare and Medicaid Services. (2011). Retrieved from http://www.cms.gov/Research-Statistics-Data-and-Systems/Statistics-Trends-and -Reports/NationalHealthExpendData/Downloads/Proj2011PDF.pdf Martin A.B. et al., â€Å"Growth In US Health Spending Remained Slow in 2010; Health Share of Gross Domestic Product Was Unchanged from 2009,† Health Affairs, 2012. Physicians for a National Health Program. (2012). Retrieved from http://www.pnhp.org/news/2012/june/2012-health-care-spending-including-administration Rowan, K. (2012). Fox news.com. Retrieved from http://www.foxnews.com/health/2012/09/13/why-americans-prescriptions-are-going-unfilled/

Speed Velocity And Acceleration

Speed Velocity And Acceleration In this chapter we will look at the concepts of speed, acceleration, and velocity. As we all know gravity is a large factor in the acceleration of an object. For the purposes of this chapter we will differentiate between linear and vertical acceleration as being objects that move linearly or horizontally i.e. linear acceleration, versus objects that fall, fly, or are thrown etc. i.e. vertical acceleration. Vertical acceleration is much more governed by the force of gravity and is covered in greater detail in chapter 12 Newtons Laws. A short section at the end of the chapter addressing vertical acceleration is however included to put the area into context. You may have heard the old adage Speed kills. And you know whether you are driving your car or playing sport its a dangerous variable. Fast athletes are very difficult to handle, as are fast cars. However, having speed is of vital importance in sports. In this chapter well look at speed, velocity and acceleration and the factors that influence them. Speed, acceleration and velocity are all different. If you have ever watched a 100 meter race, you will notice that some athletes start faster than others, so their acceleration is different. Athletes finish the race at different times so their speed is different and athletes reach top speed at different stages so their velocity is different. The key terms to be covered in this chapter are speed, acceleration, velocity, distance, displacement, vertical and horizontal acceleration and velocity. The variables of speed, acceleration, displacement, etc. are about linear kinematics. Kinematics is a general term related to describing motion. Kinematics is also a branch of mechanics (specifically dynamics) that evaluates moving objects. In order to accurately describe kinematics there are certain terms that we must fully understand. They include the terms mentioned above (speed, acceleration, and displacement) and distance, velocity and position. Accurate understanding of these terms will allow us to accurately describe the movement of any object. There is often a lot of confusion about the terms acceleration, speed, and velocity. We often use the term speed in everyday language to imply all three terms and the word fast is an even more general term. Consider the following: A person can be moving fast and not be accelerating. A person can accelerate fast and not have a high velocity or high speed. A nice sporting example was the great Boston Celtics player Larry Bird. Larry Bird was very quick to accelerate over three or four steps, was not very fast at his top speed. So while Larry was very quick and dangerous over 3-4 steps, he would not make a good sprinter because his top end speed was not high. So if an object is accelerating, it is changing its velocity. Acceleration has to do with the change in how fast an object is moving. Therefore, if an object is not changing its velocity, it is not accelerating. We know that distance and displacement have different meanings. The same is true for speed and velocity. Speed can be considered as the rate at which an object covers a certain distance. Objects that move slowly cover distances in long periods of time, i.e., low speed. An object moving quickly covers distance in shorter amounts of time, i.e., high speed. If an object is not moving at all it has zero speed, zero velocity and zero acceleration. Let us consider some of these simple terms in more detail. Position: Position is simply the location of an object in space. You could consider it using coordinates on a map for example, or on a field, or gymnasium. Displacement: Displacement is simply the straight line distance an object has travelled. Distance: Distance is how far an object has travelled in any direction. It is also viewed as the total amount of displacement (regardless of ending position). Look at this simple example. Lets say a basketball court from baseline to baseline is 25m. If a player runs baseline to baseline and back what is his displacement and distance? Distance. This is the easy one since he ran up and down the court so that is 25m + 25m = 50m. Displacement. Since the player ran down the court and back again he ended up in the same place he started. So even though he covered a distance of 50m his displacement is actually zero, since he is back where he started. Lets say the player now runs up and down the court twice. His distance covered would be 25m + 25m + 25m +25m = 100m. Since he ended up back where he started his displacement is still zero. Finally, lets say the player runs from one baseline to the other and stops. In this case both his displacement and distance are the same at 25m. For the most part we use distance rather than displacement to describe movements as it is difficult to correctly measure displacement as we make a lot of turns when we travel. You say displacement is really like the old saying as the crow flies which means straight line. For example, the distance you travel in a car from New York City to Boston might be 250 miles (but your displacement is only 175 miles). When you drive in a car you get on the highway and follow the roads around the coast, over bridges, around hills, around towns etc. However, when you fly the plane flies right over everything in a straight line and you end up only travelling 175 miles (your displacement). Speed Speed is a very general term. Speed is a scalar quantity and is described as Distance divided by time (D/T, where D=distance and T=time). Scalar implies that speed has magnitude but not necessarily any direction, for example temperature or volume. People often use speed and velocity interchangeably but they are different. Speed relates to the distance an object has traveled, while velocity refers to the displacement that has taken place. So, the speed of an object tells us how far an object has traveled in a given amount of time but doesnt tell us anything about the direction in which it traveled. It all sounds a little heavy on the definitions but these are important. Therefore: Average speed = Distance traveled (m) Time (s) Now there are also different types of speed. We refer to them as average speed versus instantaneous speed. When an object is moving it often changes its speed (or direction) during its motion. When there is a change in speed we can alter our definitions. Instantaneous speed is the speed at any given instant, while average speed is the average of all the instantaneous speeds. For example, lets say a runner runs 400m in 60 seconds and crosses the line at 18 kmh or 5 m/s. This means his average speed over the 400m was 6.66 m/s even though he crossed the line at 5 m/s which is his instantaneous speed at the finish line. In other words, he was slowing down as he was getting to the end. If you have ever ran a 400m race then you will now how tired you are at the end and are definitely slowing down. How did we do these calculations? Average speed = Distance/time 400m/60 seconds 6.66 m/s The instantaneous speed recording of 5 m/s would have been measured with a radar or timing device. You could also look at various split times for different portions of the race. Many coaches do in fact do this, so a 400m coach might look at each 100m split and look at both the acceleration and deceleration patterns and average speeds during each of the four separate 100 meters. Here is another problem for you to try. Can you calculate the average speed of a swimmer that completes the 200m butterfly in 2.15 seconds? Answer: 2.15 seconds = 135 seconds. So 200m/135 seconds = 1.48 m/s A 400m freestyler swims the race in 4.10 seconds. The 200m split was 2.02 seconds. Can you calculate the following? a. What was the swimmers average speed for the race? b. What was the difference in speed for the first 200m versus the second 200m? Answer: a. 400m/250 seconds = 1.6 m/s b. First 200m split = 1.64 m/s Second 200m split 1.56 m/s As you can see, the swimmer slowed down over the second 200m. Velocity Velocity is somewhat similar to speed but velocity involves both direction and speed. So, whereas speed is a scalar quantity, velocity is a vector quantity, that is, it has both magnitude and direction. Velocity also uses displacement as opposed to distance. Remember displacement is measured as the straight line distance an object travels from starting to ending position. Velocity is direction sensitive since it is dependent upon displacement. Therefore, when you calculate velocity, you must also keep track of direction. Therefore, if you say an airplane has a velocity of 600 kmh, you would actually be a little vague. You should really say the airplane has a velocity of 600 kmh North. So, speed doesnt worry about direction, velocity does. Velocity is a positive number as we dont have negative velocity. So to summarize, a airplane traveling at 600 kmh as a speed of 600 kmh. The same airplane has a velocity of 600 kmh, North. Finally, the same airplane probably had little acceleration in the middle of its trip as it would only need positive acceleration and negative acceleration during take off and landing. Here is an interesting and challenging little problem for you to solve. Can you fill in the following table with acceleration, speed, and velocity data? We know the following, the direction of travel is south and acceleration doubles every second. If youre feeling confident you can also try and calculate the total distance that was covered over the 6 seconds. Hint! You can use the velocity for each second to help you. Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 2 2s 7 3s 8 4s 31 5s 3 6s 64 Answers Time Vel.m/s Accel. m/s2 *Speed.m/s 0s 1 1 1 1s 3 2 1.5 2s 7 4 3.5 3s 15 8 5.0 4s 31 16 7.75 5s 63 32 12.6 6s 127 64 21.16 *Average speed through that time period So: Average velocity = Displacement Time Let try some additional calculation examples: For example, if an athlete runs around a 400 meter track in 50 seconds we can calculate numerous factors. What was the distance traveled? What was the displacement? What was the average speed? What was the average velocity? 1. What was the distance traveled? Answer: Easy enough = 400 meters 2. What was the displacement? Answer: Since the athlete ended up in the same place as they started, displacement is equal to zero. 3. What was the average speed? Answer: Speed = Distance/Time = 400 m/60 seconds = 6.66 m/sec 4. What was the average velocity? Answer: Velocity = Displacement/Time = 0/60 seconds. In this case we end up with a value of zero and in this scenario average speed is a better indicator of overall performance. In many situations we actually calculate average velocity as speed because we cant gather the correct information to calculate speed. For example, if a punt returner catches the ball on the 20 yard line and then avoids a few tackles to ultimately score a touchdown twelve seconds later, we assume the punt returner ran 80 yards. In fact, they may have run 100 yards with all the turning and weaving but we cant accurately calculate the true distance traveled and instead use displacement. For our purposes in sports, thats okay. You try the following problem. Review Problems Can you accurately calculate average speed, velocity, distance and displacement for each of the following situations? Hint: You may not be able to calculate them all accurately. Problem: 1. A punt returner catches the ball on his own 40 yard line and scores a touchdown nine seconds later. 2. A 100 meter sprinter runs the 100 meter in 10.0 seconds flat. Acceleration The law of acceleration is Newtons second law and basically states The change of motion of an object is proportional to the force impressed and occurs in the direction in which the force is impressed. So far we have talked about speed and velocity and performed some calculations. However, while speed and velocity are valuable components, they tend to provide us with summary information and very little about specific detail. For example, if we consider the data for a 200 meter race run in 20 seconds we know that average speed was 10 m/sec. However, we would not know any information about who accelerated the fastest or who was leading after 100 meters. This information is also important as it helps with identifying strength and weaknesses in athletes and in developing training programs for particular athletes. The measurement of acceleration is important. Acceleration is the rate of change in velocity. Therefore, when acceleration is zero, velocity is constant. So when an object changes speed either by slowing up or down, or changes direction, it is accelerating (or decelerating). We can calculate acceleration by measuring the difference in velocity over the time it took for that ch ange in velocity to occur. Consider this: If you were to watch a 100M race the person leading at the 50M mark doesnt always win the race. The reason for this is that runners have different acceleration and deceleration rates, in other words their speed changes. Athletes vary dramatically in their acceleration. Some athletes are very fast over 40M but not over 100M and vice versa. So: Acceleration (a) = Velocity2 Velocity1 Where V2 is velocity at T2 Tim Where V1 is velocity at T1 Sometimes you will see this presented as the change in velocity (Delta sign à ¢Ã‹â€ Ã¢â‚¬  ) or the change in time (à ¢Ã‹â€ Ã¢â‚¬  T) A = à ¢Ã‹â€ Ã¢â‚¬  V à ¢Ã‹â€ Ã¢â‚¬  T Look at the following acceleration example. Question: A sprinter leaves the starting block at 2.5 m/s. One second later they are traveling at 5.5 m/s. What is the acceleration rate? Answer: V2 V1 = 5.5 m/s 2.5 m/s = 3 m/s squared T 1 You will note that we end up with meters per second squared as our answer would really be presented as 3 m/s/s. Heres another problem to try. Question: A punt returner catches the ball standing still and begins to return. Two seconds later his velocity was 5 m/s. What was his average acceleration over the first two seconds? Answer: V2 V1 = 5 m/s 0 m/s = 3.5 m/s squared T 2 So far we have looked at relatively straightforward examples of speed, acceleration and velocity in that they have all been examples of horizontal movement. Now let us discuss the vertical components of projectile acceleration, speed and velocity. Factors Affecting Acceleration Linear acceleration is affected by many factors and you will recall from chapter ? that the mass of an object is a very important one. Heavier objects accelerate more slowly with a given force. This has to do with both inertia and mass. Heavier objects are harder to both accelerate and decelerate. Think about how easy it is to throw a basketball versus a medicine ball. There are some other points to consider when looking at acceleration, speed, and velocity. First, we now know the units for velocity are meters per second (m/s) and meters per second squared for acceleration (m/s/s). For speed they are also m/s. Since acceleration (like velocity) is a vector quantity, it also has direction associated with it. The direction of acceleration depends on two factors: a. Whether the object is speeding up or slowing down b. Whether the object is moving in a negative (upwards) or positive (downward) direction We can simplify this by saying that if an object is slowing down then its acceleration is in opposite direction of its motion. If it is speeding up then its acceleration is in the same direction as its motion. Therefore: Acceleration (m/s2) = mass (kg)/force (newtons) Vertical speed, acceleration and velocity If you were to throw a ball up in the air and then catch it again at the same height as you released it, how would the ending velocity be? Would it be greater, less, or the same as the release speed? If you guessed the same you would be correct. You see, all objects, whether traveling vertically or horizontally, are subjected to the constant force of gravity (9.81 m/s2). This means that as soon as the ball left your hands it started to negatively (de)accelerate at 9.81 m/s2 until it had no more velocity. Then, it started to positively re-accelerate over the same distance (and time) at a rate of 9.81 m/s2 until you caught it again. This is a very neat relationship as it allows us to make many calculations based on this constant acceleration force. Projectiles are subjected to both vertical and horizontal components in their motion. The horizontal components are affected by the mass of the object and the acceleration force as previously mentioned. The vertical components are also affected by these two factors plus gravity. Consider this statement: A ball shot horizontally (at zero degrees) has the same vertical component as a ball that is simply dropped with no horizontal velocity. What this means is that if you were to throw a pass from your chest and it hit the ground 15 meters away 1.5 seconds later, and at the same time drop a second ball straight down from the same height, they would both hit the ground at the exact same time. What this is showing us is that the force of gravity component is acting consistently regardless of whether the ball has a horizontal component or not. In other words adding a horizon tal acceleration component does not affect in any way the force of gravity. Remember also that gravitational acceleration is a vector quantity comprising both magnitude and direction and acceleration is a squared variable to the magnitude of the force of gravity. This means that for every second an object is in free fall it will accelerate by ad additional 9.81m/s2. Thus the total distance travelled is directly proportional to the square of the time. Or we could say that if an object travels twice the time it will travel four times the distance. If an object travels for three seconds it will cover nine times the distance, for four seconds it is sixteen times the distance travelled in the first second. Look at the following. A coin is dropped from a cliff. The table shows how fast it is travelling at different time points. Time Speed m/s 1 sec 9.81 2sec 19.62 3 sec 29.43 4 sec 39.24 5 sec 49.05 6 sec 58.86 7 sec 96.23 Consider this simple math problem: Question: A boy drops a ball from a balcony and records a time of 3 seconds for the ball to hit the ground. At what velocity did the ball hit the ground? Answer: 29.43 m/s How do we get this answer? Well, remember that gravity acts as a constant 9.81 m/s2. What this means is that for each second the ball is in flight it accelerates an additional 9.81 m/s. So: Insert schematic to demonstrate after 1 second = 9.81 m/s after 2 seconds = 9.81 m/s + 9.81 m/s = 19.62 m/s after 3 seconds + 19.62 m/s + 9.81 m/s = 29.43 m/s This is a simple illustration of the concept. Next question, what velocity would the ball have to be released at ground height for the boy to catch it on the balcony? Answer: A minimum of 29.43 m/s. The answer is the same because gravity and acceleration (or deceleration) is working to the same effect when the ball is moving upwards. This is sometimes referred to a negative acceleration. Question. A boy is standing on a balcony and is curious about how high the balcony is from the ground. The boy drops a ball and records the time it takes to hit the ground. It took 3.2 seconds for the ball to hit the ground. The boy concludes that the balcony is 66.7m high. How did he work it out? Well at the end of the first second the ball was travelling 9.81m/s, at the end of the second the ball was travelling 19.62m/s, at the end of the third second the ball was travelling 29.43m/s. If you add these three distances together you get 58.86 meters travelled after three seconds. If the ball travelled another full second it would travel another 39.24m, but it only travelled in this zone for 0.2 sec. So, 39.24m x 0.2sec =7.84m. Now we add the 58.86m + 7.84m = 66.7m, and thats our answer. There are some other factors to consider with vertical projectiles. The pattern of change in vertical velocity is symmetrical about the apex of the trajectory. So not only does the object land at the same speed it was released, it also follows the reverse flight path on the way down. Using these constant parameters we can now extend our calculations into more complex situations. For example, lets say you are watching a volleyball game in a high school gym with a 10 meter high ceiling. An opponent spikes the ball over the net and a player digs the ball at ground level at which time the ball has a velocity of 15 m/s. The question is will the ball hit the ceiling? To solve for this we can use an equation that combines several variables we talked about already. Where: V2 = velocity at time 2 V1 = velocity at time 1 a = acceleration t = time In order to answer this question we need to look at what we know and what we want to know. Well, we want to know the distance (d) the ball travels. We already know a = 9.81 m/s2 and we know V1 = 15 m/s. We also know that at the apex the velocity is zero, so V2 can be set to zero. So now our formula looks like this: 1. 0 = V1 squared + 2ad 2. 0 = (15 m/s) squared + 2 (-9.81 m/s squared) x d Now if we rearrange to solve for d our formula looks like: = (19.62 m/s squared) x d = 225 m/s squared = d = 11.47 m The answer is yes! The ball will hit the ceiling as it will travel 11.47 m. Heres another similar problem: A ball is deflected vertically at 18 m/s and the ceiling height is 11 meters. Will the ball hit the ceiling? Factors affecting projectile motion We have discussed several factors that affect the movement (or acceleration) of an object. The factors that affect vertical acceleration are the mass of the object, the force (speed) of release and gravity. Horizontal acceleration is affected only by mass and force of release (application). Gravity is of course a factor but not in determining its horizontal component. But sometimes we want to throw objects e.g. discus, hammer, etc. and while these projectiles are influenced by force and mass, there are other factors that influence how far the projectile will travel. We generally recognize three other factors that influence how far a projectile will travel when a constant force is applied. They are: 1. Angle at which projectile is released. 2. The speed of release. 3. The height of release. The optimum angle of release to increase horizontal displacement is 45 °. Projectiles released at over or below this angle will not reach their greatest distance. Look at Table 1 to see how distance traveled varies with changing angles of release. You will see from table 1 that the optimum angle of release is 45 ° and after that the decrease in distance traveled is symmetrical as height compromises distance (I.e. follows the same pattern as increasing angle of release up to 45 °). The greater the speed of release the greater the distance a projectile will travel. This holds true simply because there is a greater acceleration force applied in the first place. Simply put, if you want to throw a ball further you need also to throw it harder. The greater the height of release the greater the distance a projectile will travel. If you consider field sports in athletics you will notice that most successful hammer, discus and javelin throwers are taller, giving the mecha nical advantage over shorter competitors in that event. If you were to throw a ball from the top of a building it would strike the ground much further away than it would if you were to throw it from standing on the ground. Table 1: Distance a Projectile travels at a constant speed and height of release with change in angle of release. (need the reference) Speed of release Release angle Distance Travelled 10m/s 10 3.49m 10m/s 20 6.55m 10m/s 30 8.83m 10m/s 40 10.04m 10m/s 45 10.19m 10m/s 50 1.04m If you have watched a discuss competition or a hammer throw you might notice that these athletes are quite tall (often over 1.9m). The reason for this is that these athletes have an advantage over their shorter counterparts as their angle of release is already several centimeters higher. Summary This chapter has provided a basic introduction to the concepts of speed, acceleration and velocity. We have also looked at how differentiating between these variables is important and sometimes difficult. Using some known constants, such as the accelerating force of gravity (9.81 m/s2) allows us to calculate and even predict the speeds, velocities and flight paths of selected projectiles. We have also discussed other factors that affect projectile motion such as height and speed of release. While this information is very important, it is a basic introduction as there are many other more complex factors affecting speed, acceleration and velocity. We did not talk about shape or design or, indeed materials which also play a role in the way particular objects react to forces. The factors are extremely important but for now are beyond the scope of this text. Following this section are additional problems for you to solve and practice. Review Problems Can you provide a one sentence definition for each of the follow terms? Distance Displacement Acceleration Velocity Speed Position Scalar Vector A ball rolls with an acceleration of -.5 m/s 2. If it stops after 7 seconds, what was its initial speed? A wheelchair marathoner has a speed of 5m/s after rolling down a small hill in 1.5sec. If the wheelchair underwent a constant acceleration of 3 m/s 2 during the descent, what was the marathoners speed at the top of the hill? A runner completes 6.5 laps of a 400m track in 12 mins (720 secs). He starts half way around the bend. Can you calculate the following? a. Distance covered: b. Displacement after 12 minutes: c. Runners average speed: d. Runners average pace: min/mile = A soccer ball is rolling across a field. At T = 0, the ball has an instantaneous velocity of 4 m/s. If acceleration occurs at a constant -0.3 m/s2 how long will it take to stop? A batter strikes a ground ball with an instantaneous velocity of 18m/s. If acceleration occurs at -0.7m/s2 how long will it take to stop?

Baroque Art in Europe and North America Essays -- essays research pape

Baroque Art in Europe and North America   Ã‚  Ã‚  Ã‚  Ã‚  Throughout this research paper the topic is going to be along the lines of the Baroque Art in Europe and North America, which comes from chapter nineteen of our Art History book. The main purpose is to review major ideas and principles in this chapter by writing an analysis of certain points that were highlighted. For example, certain techniques that were used to define the Baroque Art, major sculptures, architectures, and paintings, and also just some general background information about this time period. I decided to write on this subject because when reading the chapters, the Baroque period seemed to catch my attention the most due to the amazing architecture that was built during this time. The Baroque period is understood to be around the time frame of the 1600 to about 1750’s and was greatly supported by the Catholic Church and also by the Popes during this time. According to the History and Appreciation of Art, †The term Baroque is from the Portuguese barroco, which means a ‘misshapen pearl’ and the Baroque was the final phase of the Renaissance or an era distinct from both the Renaissance and the modern era†(History and Appreciation of Art). Baroque is a word that is considered to be a style that emerged in Europe in the late sixteenth century and that last approximately into the eighteenth century. â€Å"Baroque, as a formal style, is characterized by open compositions in which elements are placed or seem to move diagonally in space† (Stokstad pg. 721). Baroque art and for that matter seventeenth century art was known to be more of naturalistic form and used very strong movements of lighting in their paintings, sculptures, and architectures. For instance, â€Å"... Baroque is dynamic with tension between naturalism and classicism. Baroque has very dramatic lighting with strong artificial light and dark. Strong movement exists in the paintings and architecture, both real and unreal† (History and Appreciation of Art). According to our book in regards to the Baroque period taking a naturalistic form, â€Å"The desire for realism was inspired in part by the growing interest in the natural sciences: Biological sciences added to the artists’ knowledge of human and animal anatomy and botany; physics and astronomy changed their concept of space and light† (Stokstad pg.722).   Ã‚  Ã‚  &nbs... ...’. And also the sculptures during Baroque period in Italy and France were tied into the building of the architectures.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, the Baroque art in Europe and North America was a time of growth for many of the countries in these areas. We have seen many developments such as the great architecture, sculptures, and paintings that were produced by many artists’. Also, one of the more informative issues that were not known by me and probably many others were the clever was to produce paintings. During this research and analysis of this chapter of the Baroque arts, I certainly have found more insight on the arts of the sixteenth century in Europe and North America. Works Cited Andersen, Liselotte. Baroque and Rococo Art. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Harry N. Abrams, INC, 1969. Bazin, Germain. Baroque and Rococo Art. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Frederick A. Praeger, INC, 1964. â€Å"History and Appreciation of Art†. (Online)Available http://dl.ccc.cccd.edu/classes/internet/art101/module6 .htm#top, March 27, 2005. Stokstad, Marilyn. Art History. New Jersey:   Ã‚  Ã‚  Ã‚  Ã‚  Pearson Education, INC, 2005.