Health And Safety At The Workplace - 995 Words

Health and Safety in the Workplace The health and safety in the workplace for workers has created a continual concern in the United States since the country was discovered. Although, a healthy and safe work environment can be described as a work area free of health risks and absent unsafe conditions. Indeed, the definition encompasses additional legal, moral, ethical issues. Particularly, reporting safety issues rather than choosing to ignore them, refusing to fall under peer pressure or fear of retaliation, not accepting bribes and making the conscious decision to report violators of the rules. Initially, certain accidents and injuries within industries were accepted and considered a consequence of the job, eventually workers became less accepting of inadequate working conditions began demanding safer work environments. Therefore, numerous labor unions and organizations formed throughout the history of the United States intended to resolve and mediate issues between employees and employers, including the health and s afety of the workers in the workplace. Nevertheless, in an effort to avoid confusion on the accountability of employee health and safety in the workplace the author of this paper has examined the separate entities of OSHA, employers and employees. Although, a minute majority of workers believe that OSHA exclusively is responsible for ensuring the health and safety of workers in the workplace; the alternative belief is that it is the individual responsibility ofShow MoreRelatedHealth And Safety Of The Workplace902 Words   |  4 PagesHealth and safety in the workplace are both important topics that need to be incorporated in the workplace environment so that all parties involved in a company are protected and secure. There are many objectives that have been discussed in this class that are essential to an employee’s general health and overall safety while performing job tasks and responsibilities. The following objectives have been chosen from one particular week of discus sion, and they will be discussed in more detail. TheseRead MoreHealth And Safety At The Workplace1959 Words   |  8 PagesHealth and safety in the workplace Workplace safety is a major issue faced by nurses in healthcare settings. It is said that, hospitals are hazardous workplaces; unsafe workplaces are dangerous for the patients too. Today, many nurses are suffering hospital violence, heavy workloads causing serious injuries, contracting diseases caused by exposures to certain diseases, antineoplastics, and certain health care toxins, that workers bring home to their families. This in turn leads to acute staff shortagesRead MoreImproving Health and Safety in the Victorian Workplace with Workplace Health and Safety Act641 Words   |  3 PagesThe Workplace Health and Safety Act was made to basically to improve health and safety in Victoria. It is like a guideline that helps to ensure health and safety of the people in the workplace. The Act provides statements of goals that relates to the roles and responsibilities of every workplace. It includes very important information of the key principles, duties and rights of any anyone conducti ng a business or undertaking. There are also Regulations that are made under the Act which identifiesRead MoreWorkplace Health and Safety Essay1341 Words   |  6 PagesWorkplace Health and Safety A quick start to the workplace health safety act 1995 How do you meet your obligations? You must meet your obligations under the Act. This can be done in different ways, but you are obliged to take action to manage exposure to risk. Workplace health and safety standards Regulations -- some regulations are workplace health and safety standards that either prohibit exposure to a risk or prescribe ways to prevent or minimise exposure to a risk. To meetRead MoreOccupational Health And Safety Workplace Essay848 Words   |  4 PagesThe OHSW (Occupational Health and Safety Workplace) various types of hazards in the scenario is: Physical Hazard: A chair on the floor and fragmented glass and Biological Hazard: blood spilt on the floor, the blood splattered on the walls and the officer’s blood mixed with the offender’s blood. However, if the scenario was different and the HSR (Health Safety Representative) was in the room while the officers were in the room as well as the offender. The scenario played out, the other potentialRead MoreWorkplace Health, Safety and Welfare4766 Words   |  20 PagesWHAT IS A WORKPLACE? - If you put the phrase, â€Å"healthy workplace† into the Google search engine, you get about 2,000,000 results. Clearly it’s a hot topic. And just as clearly, once you follow some of the links, there are thousands of interpretations of what the phrase means; thousands of providers of healthy workplace models, tools and information; thousands of researchers looking into the subject. - A workplace is a location or building where people perform physical or mental work in orderRead MoreWorkplace Occupational Health And Safety2046 Words   |  9 PagesIntroduction Since late 19th century, workplace occupational health and safety has drawn more and more attention in Canada with relative legislations becoming stronger and more comprehensive. Effective OHS programs could help business save considerable cost on worker’s injury or illness. OHS becomes even more significant in some open-to-public workplaces, such as schools, which not only relating to staffs’ health and safety, but also thousands of students’. George Brown College who has four campusRead Morehealth and safety in the health and social care workplace1112 Words   |  5 Pages 1. How Health and Safety legislation is implemented in the workplace ( Learning Outcome 1) 2. The ways in which health and safety requirements impact on customers and the work of practitioners, staff, visitors and clients in the health and social care workplace (Learning Outcome 2) 3. The monitoring and review of health and safety policies in the health and social care workplace (Learning Outcome 3) Read MoreThe Importance Of Occupational Health And Safety At The Workplace1384 Words   |  6 PagesOccupational Health and Safety INTRODUCTION Health and Safety are the topics of utmost importance related to work and environment. Occupational Health and Safety is an area concerned with the safety, health and welfareRead More The Persons Responsible for Health and Safety in the Workplace709 Words   |  3 PagesThe Persons Responsible for Health and Safety in the Workplace Identify the persons responsible for health and safety in the workplace. Roles are Responsibilities of Employers. Every employer should ensure, the health, safety and welfare at work of all their employees. Bellow are the areas the employer should protect the employees from, without prejudice: * To provide and maintain areas of work that are, safe and without risks to health; * To ensure, minimal risk when, handling

Film Analysis Of The Novel Jane Eyre - 1243 Words

Most film adaptations of Charlotte Bronte’s dense novel, Jane Eyre, have to give up the luxury of accuracy in order to produce the film without losing their audience halfway through. However, the 2006 film adaptation of Jane Eyre starring Ruth Wilson as Jane Eyre and Toby Stephens as Edward Fairfax Rochester successfully mirrors Bronte’s novel all the while keeping the audience engaged and intrigued. The film successfully allows the audience, including those who have and have not read the novel, to stay engaged in the film all the while gaining a deeper understanding of the characters, tone, and plot by accurately representing the novel, strategically splitting the film into two parts, and utilizing a cast that physically and mentally†¦show more content†¦Without having to spend much time in Lowood, the audience sees the abuse in Jane’s childhood through the setting duplicated by the film. Her childhood isn’t as prevalent in the film as it is in t he novel, which I was not happy about. I believe her childhood to be one of the most important parts of her character development, because Jane overcomes the Nature vs. Nurture stigma that was relied heavily on by The Ingram’s in the novel, and by the society of this era. Jane proves that even in an abusive home and a poor school, she is completely capable of becoming a functioning and educated woman in her society. The accuracy in this film provides a sense of ease in the audience. Because of the extreme attention to detail, the film is easy to understand and enjoy if you have or have not read the novel. Before beginning the film, its long length, a daunting 3 hours and 50 minutes, intimidated me. I understood that the content of the movie would be interesting because I had read the novel and knew what to expect. However, for a spectator that has not read the novel prior, I can understand their hesitation to want to begin watching this adaptation. My first impression was that it was ridiculously long, and because of this length, it would be almost impossible to closely pay attention and remain engaged for nearly 4 consecutive hours. Luckily, the director of this film, Susanna White, strategically placed a split in the movie in order toShow MoreRelated Movie - Feminist Themes in Jane Eyre, Novel and Film Versions2260 Words   |  10 PagesAn Analysis of Feminist Themes in Jane Eyre and its Film Versions  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   Concern for womens rights dates from the Enlightenment, when the liberal, egalitarian, and reformist ideals of that period began to be extended from the bourgeoisie, peasants, and urban laborers to women as well. As did most interest groups of the time, feminists gained force and stability through its writing. The periods blossoming ideas concerning womens rights were fully set forth in Judith Murray’s On theRead MoreJane Eyre By Charlotte Bronte1733 Words   |  7 Pagesideological, and/or symbolic functions of the narrative  would rather be challenging. However, though the analysis of  Jane Eyre  written by  Charlotte Bronte, certain factors come into focus.The novel of Charlotte Bronte entitled Jane Eyre has showcased a lot of issues that specifies how women in that time have been depicted by the experiences that the protagonist of the novel has encountered. The novel was published in a time when women were only considered as display or jewels of the noble men and mothersRead MoreSimilarities Between Charlotte Brontes Life and Jane Eyres Life6996 Words   |  28 Pagessimilarities between Jane Eyre and Charlotte Bronte’s life. The aim is to find out how Charlotte Bronte’s life and experiences affect Jane Eyre. The most frequently and the most effective similarities from the earlier parts of their lives to the end of their lives are given in this study. It is also aimed to determine the frequency of similarities and effectiveness of these similarities by analyzing their lives. After analyzing the collected data, the findings of the analysis show that there are manyRead MoreSimilarities Between Charlotte Bronte’s Life and Jane Eyre’s Life7010 Words   |  29 Pagessimilarities between Jane Eyre and Charlotte Bronte’s life. The aim is to find out how Charlotte Bronte’s life and experiences affect Jane Eyre. The most frequently and the most effective similarities from the earlier parts of their lives to the end of their lives are given in this study. It is also aimed to determine the frequency of similarities and effectiveness of these similarities by analyzing their lives. After analyzing the collected data, the findings of the analysis show that there are manyRead MoreThe Epithet in the Novel Jane Eyre18849 Words   |  76 PagesINTRODUCTION The present course- paper is devoted to the comprehensive study of stylistic device – the epithet in the literary work â€Å"Jane Eyre† by Charlotte Bronte. The topicality of chosen by us theme lies in the fact that a human being perceives the reality by means of various images. These images exist everywhere: in art, in nature, in thoughts, and in speech in particular. Each of us at least ones created an image. We use different means (stylistic expressive means and devices) to achieveRead MoreThree Dreams in Wide Sargasso Sea2449 Words   |  10 PagesOutline Thesis statement: the interpretation of the content of the three dreams and the analysis of the function of them in Wide Sargasso Sea. I. Introduction The three dreams of Antoinette, the heroine in Wide Sargasso Sea, serve as a significant role throughout the novel. This essay aims at interpreting the context of the three dreams and analyzing the function of them. II. Body: A. the interpretation of the underlying content of the three dreams 1. The theory of symbolism 2Read MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pages Bildungsroman From Wikipedia, the free encyclopedia Jump to: navigation, search In literary criticism, a Bildungsroman (German pronunciation: [ˈbÉ ªldÊŠÅ‹s.Ê oËÅ'maË n]; German: novel of formation, education, culture),[a] novel of formation, novel of education,[2] or coming-of-age story (though it may also be known as a subset of the coming-of-age story) is a literary genre that focuses on the psychological and moral growth of the protagonist from youth to adulthood (coming of age),[3]Read MoreCause and Impact Analysis on the Main Character’s Suffering in Elizabeth Gilbert’s Novel Eat, Pray, Love7348 Words   |  30 Pagesthis case the author tries to tell about his though, ideas and feeling. A novel is a book length story in prose, whose author tries to create the sense that while we need, we experience actual life, (Kennedy, 1983:180). In reading a novel, the readers would gain messages, and it was not easy to interpret, it needed work hard to appreciate contents of novel forget message has been conveys by author. As novel might have many characters, some characters might never ever come into relation withRead MoreStructuralism and Interpretation Ernest Hemingways Cat in Ther Ain9284 Words   |  38 PagesPorter Institute for Poetics and Semiotics Analysis and Interpretation of the Realist Text: A Pluralistic Approach to Ernest Hemingways Cat in the Rain Author(s): David Lodge Source: Poetics Today, Vol. 1, No. 4, Narratology II: The Fictional Text and the Reader (Summer, 1980), pp. 5-22 Published by: Duke University Press Stable URL: http://www.jstor.org/stable/1771885 . Accessed: 14/03/2011 05:14 Your use of the JSTOR archive indicates your acceptance of JSTORs Terms and Conditions of Use,Read MoreStatement of Purpose23848 Words   |  96 PagesUniversity Writing Center  © 2011 IV. Arts (Fine Arts, Music, Film, Theatre, and Dance) ............................................................ 38 Music..................................................................................................................................... 38 Music (Acoustic) ................................................................................................................... 39 Film ...............................................................

Music of the Baroque Analysis Essay Example For Students

Music of the Baroque Analysis Essay Name two important visual artists (such as painters) and also two important writers of literature (such as poets) from the Baroque Period. Do not name musicians. (Visual Artists) Peter Paul Rueben Artemisia Gentiles / (Writers) John Fletcher and Francis Beaumont Write a paragraph about The Baroque Style. The baroque style was very well suited to the wishes of the aristocracy, who were enormously rich and powerful during the seventeenth and eighteenth centuries, also religious institutions powerfully shaped the baroque style. Churches used the emotional and theatrical qualities of art to make worship more attractive and appealing. The middle class too, influenced the development of the baroque style, for example prosperous merchants and doctors commissioned realistic landscapes and scenes from everyday life. Write a paragraph that includes the characteristics of Baroque music. A. Unity of mood Usually expresses one basic mood: what begins joyfully will remain Joyful throughout. Emotional states like Joy, grief, and agitation were represented. Composers molded a musical language to depict the affections; pacific rhythms or melodic patterns were associated with specific moods. B. Rhythm Rhythmic patterns heard at the beginning of a piece are repeated throughout it. This rhythmic continuity provides a compelling drive and energy-the forward motion is rarely interrupted. The beat, for example, is emphasized far more in baroque music than in most Renaissance music. C. Melody There is a continuous expanding, unfolding, and unwinding of melody. This sense of directed motion is frequently the result of a melodic sequence, that is, successive repetition of a musical dead at higher or lower pitches. Many baroque melodies sound elaborate and ornamental, and they are not easy to sing or remember. It gives an impression of dynamic expansion rather than of balance or symmetry.D. Dynamics The level of volume tends to stay fairly constant for a stretch of time. When the dynamics do shift, the shift is sudden, like physically stepping from one level to another. The main keyboard instruments of the baroque period were the organ and harpsichord, both well suited for continuity of dynamics.E. Texture It is predominantly polyphonic in suture. Usually, the soprano and bass lines are the most important. Not all-late baroque music was polyphonic, a piece might shift in texture, especially in vocal music, where changes of mood in the words demand musical contrast.F. Chords and the basso continuo Chords gave new prominence to the bass part, which served as the foundation of the harmony. The whole musical structure rested on the bass part. The new emphasis on chords and the bass part resulted in the most characteristic feature of baroque music, an accompaniment called the basso continuo. The basso continuo offered the advantage of emphasizing the all-important bass part, besides providing a steady flow of chords.G. Use of words in the music Baroque composers used music to depict the meaning of specific words. Rising scales represented upward motion; descending scales depicted the reverse. Descending chromatic scales were associated with pain and grief. Composers often emphasized words by writing many rapid notes for a single syllable of text; this technique also displayed a singers virtuosity. What was the role of music in Baroque society? It served as musical expression for brilliant composers, a source of entertainment for aristocrats, a way of life for musicians and a temporary escape from the routines of daily life for the general public. What was the goal of the group known as the Camera? The Camera wanted to create a new vocal style modeled on the music of ancient Greek tragedy. Since no actual dramatic music had come down to them from the Greeks, they based their theories on literacy accounts that had survived. The Camera wanted the vocal line to follow the rhythms and pitch fluctuations of beech. Write a detailed description of each of the following new forms in Baroque music:A. Concerto gross Extended composition for instrumental soloists and orchestra, usually in three movements: (1) Fast, (2) Slow, (3) Fast.B. Fugue Polyphonic composition based on one main theme or subject.C. Opera Drama that is sung to orchestral accompaniment, usually a large-scale composition employing vocal soloists, chorus, orchestra, costumes, and society.D. Solo concerto A piece for a single soloist and an orchestra.E. Baroque suite A group of dance, usually in the name key, with each piece in the binary form or the ternary form.F. Oratorio Large- scale composition for chorus, vocal soloists, and orchestra, usually set to a narrative text, but without acting, scenery, or costumes; often based on biblical stories.G. Sonata In baroque music, an instrumental composition in several movements for one to eight players. In music after the baroque period, an instrumental composition usually in several movements for one or two players.H. Church cantata Composition in several movements, usually written for chorus, one or more vocal soloists; and orchestra. The church cantata for the Lutheran service in Germany during the Baroque period often includes chorales. Write a complete definition for each of the following terms:A. Movement Piece that sounds fairly complete and independent but is part of a larger composition.B. Libretto Text of an opera written by the librettist (dramatists) and set to music by the composer.C. Aria -Song for solo voice with orchestral accompaniment, usually expressing an emotional state through its outpouring of melody; found in operas, oratorios, and cantatas.D. Recitative Vocal lines in an opera, oratorio, or cantata hat imitates the rhythms and pitch fluctuations of speech often serving to lead into an aria.E. Overture (in opera) -Short musical composition, purely orchestral, which opens an opera and sets the overall dramatic mood. Orchestral introductions to later acts of an opera are called preludes. F. Chorus (in opera) A body of singers who sing the choral parts off work.G. Ground bass Variation form in which a musical idea in the bass is repeated over and over while the melodies above it constantly change; common in baroque music. H. Chorale Hymn tune sung too religious text.

Salary Does It Really Make the Difference free essay sample

Salary: Does It Really Make the Difference It is true. An athlete’s salary is twenty times better compared to a teacher’s. But, do they really get the best out of life? Do they really make the bigger impact? Are they really that important to society? Yes, and athlete’s life is much more glamorous and hey, the perks are great, but which occupation is much more meaningful? Teachers are very underpaid for the time they put in doing their job. They are the backbone of our society but sometimes the media, celebrities, and even ordinary citizens feel otherwise. On one side of the spectrum, you have the professional athlete. A typical day for an athlete consists of getting up early in the morning, eating a wholesome breakfast, hopping in their ninety thousand dollar Range Rover and trotting off to practice. Sure, they practice hard executing drills, scrimmages and preparing themselves for games, but what do they do after that? They go home in their Range Rovers and get star treatment. What about the day in the life of a teacher? They wake up a t 6 o’clock and get ready for a long day ahead. They get to school and have to prepare themselves mentally, physically, and emotionally. One some mornings, they hold study sessions for students who are behind or need the extra push. During the school day, sometimes teachers teach students the things necessary for higher learning. But, some are not so fortunate. Sometimes they are faced with students who act like their only purpose in life is to make the teacher’s life miserable. But do these teachers complain? No. They try to improve their students’ understanding and create a better connection so that the student will leave the classroom with something productive. The rest of the day is spent teaching classes, patrolling the hallways, and grading papers. When a teacher goes home she does not get to relax. She spends her nights grading more papers and getting her lesson plans together for the next day. T he cycle continues. The professional athlete gets all the glory for little effort. These athletes are basically idolized and widely successful only because of their talent alone. Some to not even complete their education like Kobe Bryant, Lebron James, Kevin Garnet, and more. They do work hard but does it really have an impact on others? Many times the only interest the athlete has at heart is his own. When all his work is done, he has no time for anyone but himself. Even though a teacher’s work is never done, that doesn’t stop her from being there for her students. Teachers have a strong influence on their students. It is the teacher who is the sole reason why the student is so successful. Without the teacher, the student is lost; they have no sense of direction and do not know their full potential. The highly qualified ones like the honors, AP and even Professors have the best interest of the student at heart. It is not hard for them to prove it either. Teachers will take time out of th eir busy schedule to physically be there for a student, volunteer are school events and be a chaperone on trips. Despite all of this, teachers are rarely recognized for all their hard work. In most cases, professional athletes hire agents to do all the hard work for them. Some are drafted right out of high school and do not achieve the proper education they need to truly be in control of their careers. When they do not have a strong education they have to rely on their agent to help explain and translate their complicated contracts into laymen terms. And as far teachers go, they too must walk in the shoes of a student before they become a teacher. Teachers go to college, sometimes get degree after degree, and conduct extensive study. They put in many hours studying and taking tests so that someday they too will become the one passing out the tests in the classroom. When they do begin to teach, they are constantly being evaluated by administration, attending boring meetings, and putting in all the time they possible can to make their lesson plans easier for the students to learn and retain. The professional athlete gets paid bonuses that are not even necessary. Often times a professional is paid millions right after signing to a team, depending on the sport they play. David Beckham is the highest paid athlete. He gets paid almost $32.5 million over five years and an extra $200 million in endorsements. Again, for a teacher, it seems like they are underpaid. It is disturbing how much a teacher puts in compared to how much they actually get out. Nebraska teachers’ salaries happen to be among the lowest in the nation according to the AFT. At $37,896 a year, many have a quick solution to fix that problem, a part-time job. For many teachers part-time job are a way of life, especially if it is coaching or staffing school activities. Without that extra cash, some of them would barely be getting by. It is obvious that a teacher has the hardest job here and gets paid the least. An athlete is paid so much for just shooting, throwing, kicking or catching a ball. The questio n is how much do they impact students today, and how do they make a difference for the better? Being a teacher is hard work, but the reward for them is knowing that they make it possible for a student to have options in life so that one day that student can become a teacher and give back like the ones before him, become a doctor and save a life, or become whatever else his heart desires.

The Open Field System Essay Example

The Open Field System Essay The open field system is an ancient method of farming, which has been succeeded by newer, more advanced techniques. This system covered half the arable land in Britain at one time, mainly in the Midlands, East Anglia, Central and Southern England. Some areas had either never used this method or had been converted to the enclosure method previously. These areas included North Wales, Cornwall and the Lake District.The open field system consists usually of three large fields. The fields are divided up into strips of field. The strips are 200m in length, (one furlong or furrow long- the amount a team of oxen can plough without resting). Balks, grassy areas of land that were never ploughed, divided the strips. The weeds from these strips often spread in to the crops. At the end of each strip was an area of land called the headland that was used to turn the plough. The strips were divided among the villages such that the good and bad land was spread out. The poor people had only one or two strips. Squatters scavenged off the land using the shared rights of the villages.The crop rotation system prevented the soil from becoming infertile. It left one field every year fallow to regain its nutrients.A Typical Crop RotationEvery one had to grow the same crop in each field and every one had to havest at the same time. Machinery, such as ploughs were shared.The common was an area of land where villages owning or renting land were allowed to graze their animals. They were also allowed to take wood, furze, or peat to use as fuel and acorns, nuts and berries from the woods, (right of Pannage).There is only one place where this method of farming is still practiced, in a little village called Laxton. Like a time capsuelle all the original methods of farming have been preserved and the people are able to live off the land.THE ADVANTAGES AND DISADVANTAGES OF THE OPEN FIELD SYSTEMADVANTAGES* As the farmers strips were scattered around the field every one could expect some good and bad strips which made it relatively fair.* The villages had the right to graze their animals on the common land, which meant they didnt have to provide extra food or grazing land.* The villages were allowed to collect peat, furze (gorse) and wood to use as fuel, which saved money.* The villages could gather nuts, acorns and berries (right of Pannage) to feed them and their animals.* Most people in the village had strips in the fields. This meant that many of the people were not working as labourers for other people but farming their own land.* As the requirements of the open farming system were very simple all the needs of the villages were catered for in the village, e.g. the blacksmiths, carpenters and local tradesmen could make the tools.* The open field system meant that the villages were able to provide for themselves as they bred all their animals and grew all their own vegetables and grain. This was necessary, as there was not much trade between cities and villages.* The open field system benefited the poorest people in the village, as they were able to use the resources of the land, e.g. grazing their animals, gathering fuel.* The villages could share tools. This meant they didnt have to buy expensive tools that many of the poorer people could not afford.* The open field system led to close knit communities since every one had to co-operate. Even so there were still disagreements and fights within this.DISADVANTAGES* Since all the animals grazed on the common there was no selective breeding leading to specialised animals. For example; animals bred for their meat, wool or size.* Farmers wasted time travelling between their strips, as they could often be quite a distance between each strip.* As the Farmers land was divided in very small strips there was no benefit in trying new technology or expensive new machinery such as the seed drill.* Not much food was grown for the animals so most were killed before the winter began so there was little point in sto ckbreeding.* Everyone had to grow the same crops, as otherwise the farming methods would be disturbed.* Balks separated the strips so the boundary could be determined and an area at the end of each strip had to be left for turning the plough. Neither of these areas was able to be farmed therefore wasting a substantial amount of land.* Since all the villages were growing the same crops if one plot became diseased it could spread and a whole crop could be lost.* Similarly if one farmer doesnt look after his land then the weeds would take over and spread to the surrounding plots of land.* The common grazing land allowed diseased and healthy animals to be in contact and therefore disease could spread through everyones animals.* As there were no enclosures, such as walls and hedges, animals were able to stray from the common to the fields often destroying crops. This was a punishable offence but didnt compensate for lose of crops.Although the Open Field System had survived for many years had satisfied the villagers, as new technologies and benefits of new techniques of farming emerged eventually the people wanted a change.

Early Indochina Essay Example

Early Indochina Essay Example Early Indochina Essay Early Indochina Essay 1. ) Why did the political chaos of the Period of the Warring States give rise to philosophies such as Confucianism, Legalism, and Daoism? Compare and contrast these philosophies and explain which would be the most effective in ruling a large, complex society such as China. The doctrine of Legalism that guided the Qin dynasty, the first unified dynasty after the Warring States period, emphasized strict adherence to a legal code and the absolute power of the emperor. This philosophy, while effective for expanding the empire in a military fashion, proved unworkable for governing it in peacetime. The Qin Emperor presided over the brutal silencing of political opposition, including the event known as the burning of books and the burying of scholars. The Han dynasty followed after only 12 years, and was the first dynasty to embrace the philosophy of Confucianism, which became the ideological underpinning of all regimes until the end of imperial China. Under the Han Dynasty, China made great advances in many areas of the arts and sciences. Emperor Wu consolidated and extended the Chinese empire by pushing back the Xiongnu, enabling the first opening of trading connections between China and the West, along the Silk Road. The Daoist thought developed in response to the turbulence of the late Zhou dynasty and the Period of the Warring States, just like Confucianism. Unlike Confucianism, the Daoists considered it pointless to waste time and energy on problems that defied solution. Instead of Confucian social activism, the Daoists devoted their energies to reflection and introspection, hoping to understand the natural principles that governed the world in order to live in harmony with them. Confucianism was most effective at leading China to success and therefore should be considered the most effective in ruling such a large complex society like China. Legalism is only effective during wartime, which a large society should hope to avoid in order to thrive. Daoism would make it fairly difficult to govern such a large society since it centers on introspection and reflection, not really allowing much room for societal advancement. 2. ) Compare and contrast the religions of Hinduism and Buddhism. What were the essential differences between the two? What hope did they give to the common people of India? Which was more conducive to political and social stability? Why? Evidence from both Buddhist and Hindu scriptures show that the two traditions were in dialogue with one another from a very early date. They shared similar religious terminology and practicing the art of yoga. Ancient India had two philosophical streams of religious thoughts: the Shramana and the Vedic. These two religions have shared paralleled beliefs and have existed side by side for thousands of years. Both Buddhism and Jainism are continuations of the Shramana belief while modern Hinduism is a continuation of the Vedic belief. The Buddha rejected various religions path to salvation. He teaches that to achieve salvation one does not have to accept the authority of the scriptures or the existence of God. The focus of the Noble Eightfold Path of Buddhists is not so much about worshipping a god or achieving heaven in the next life. The purpose of the holy life in the Buddha’s path is about liberation from the cycle of rebirth and experience awakening in this very life. Buddhist teachings discourage rites and rituals, while the Hindu hold them in high regard. The Buddhists rejected the caste discriminations of the Hindu religion. Both religions gave the Indian people hope that if they were better people, they would end up in a better place or as a better person. Hinduism was more conducive to political and social stability because it more definitively held one accountable for one’s actions in their life. . ) What were the main achievements and limitations of the Roman Republic and Roman Empire? What were the key turning points in Roman history? The main achievements of the Roman Empire, were a huge empire, an advanced bureaucratic system that managed taxes, public works, bridges and aqueducts. Also they had one of the most efficient, effective and brutal armys that the world has ever seen. The only major limitation over all, that helped cause Rome fall was the fact that usually Roman armys had more loyalty to their general than the state. This meant that constant civil war plagued Rome throughout much of its history, majorly weakening it in the end. Although part of Rome survived up until late in the Middle Ages, but it was called the Byzantine Empire. 4. ) Compare and contrast the decline and collapse of the Han and Roman empires. Are there common problems that always help to explain the collapse of powerful empires? Use examples from earlier empires to back up your arguments. One problem that both Empires had was lack of consistently good leadership. The later or eastern Han empire was well governed at first, in the first century CE, but after 106 CE there was a succession of weak boy emperors, exploited by unscrupulous officials. Rome seems to have been considerably more durable and resilient than the Han system, which collapsed for good in the third century. The Roman Empire was also very heavily beset at the time, with frequent usurpation and civil war, foreign invasion etc but remarkably recovered. This recovery owed much to the strong Illyrian emperors of the latter third century, but no such leadership seems to have stepped forth to the rescue of Han China.

Consumer Attitudes and Behaviour Assignment Example | Topics and Well Written Essays - 3000 words

Consumer Attitudes and Behaviour - Assignment Example Table of Contents 1. Introduction 3 2. Fishbein and Ajzen’s (1980) Theory of Reasoned Action 3 2.1 Overview of Fishbein and Ajzen’s theory 3 2.2 Critical analysis and evaluation of Fishbein and Ajzen’s theory 5 3. Evaluation of Change 4 Life campaign – use of Fishbein and Ajzen’s Theory in order to analyse how the Change 4 Life campaign has succeeded in changing the eating behaviours and activity levels of young children in the UK 9 4. Conclusion 11 References 13 Appendix 15 1. Introduction The increase of consumption worldwide, as a consequence of the advances of technology and the following changes in the trends and patterns of social life, has led to a series of social and economic problems; the terms under which consumption is promoted are not always carefully monitored; moreover, no limits or rules have been set regarding the access of children to specific products and services. Additionally, in many cases, the rules of health and safety are ig nored, even with involving in sectors, which are critical for public health, for instance the preparation of food. The implications of the above phenomena can be many. As an example, it has been proved that certain parts of the population, especially children, are more likely to develop unhealthy habits under the influence of advertising. Current paper focuses on the evaluation of the efforts of British Government to help towards the change of eating behaviour and activity levels to children – reference is made specifically to the ‘Change 4 Life’ campaign of the British government, a campaign introduced in 2009. The level at which the targets of the British government, as explained above, have been achieved is critically discussed using the theory of Reasoned Action (Fishbein and Ajzen); the elements and the requirements are also presented using the literature published in the specific field. 2. Fishbein and Ajzen’s (1980) Theory of Reasoned Action 2.1 Ove rview of Fishbein and Ajzen’s theory In order to understand the role and the implications of the theory of reasoned action – referring especially to the potential use of this theory in evaluating a marketing project – it is necessary to refer to the conditions under which the particular theory was introduced. In other words, it is important to mention the gaps that the specific theory was asked to cover. Then, the analysis of the elements of the theory can help to understand whether this theory would be effective in modern social and financial environment. The theory of reasoned action of Ajzen and Fishbein (1980) has been introduced as a supplementary theoretical framework to the theory of planned behaviour (Berkowitz 1987). More specifically, the theory of reasoned action – as also the theory of planned behaviour – requires the willingness of a person for a particular action; without this prerequisite, i.e. the willingness of the actor, the theor y of reasoned action cannot be used – neither the theory of planned behaviour; however, this seems to be the only common point between the two theories; after that point, the two theories are differentiated and are applied independently. The theory of reasoned action is based on the claim that ‘most behaviours of interest in the domains of personality and social psychology fall into the volitional

IDS Alert Essay Example | Topics and Well Written Essays - 500 words

IDS Alert - Essay Example If my computer pointer starts moving by itself then I will at once pull out the network cable (LAN) or phone line from my PC as it is the point through which any external source can enter my PC. Port 3389 is a remote desktop connection port in windows which is usually opened in many computers on network. (Denning, 1990) A hacker can exploit it using a remote desktop connection and could send malicious threats or Trojans to gain access to the computer from this port. Removing my PC from the network will help isolate it and stop transferring the threat or virus to other Computers on the network. A well define thought and planning is necessary before installing an Intrusion Detection System (IDS) on a network. Besides technical issues and product selection another serious factor are the resource issues that includes manning the sensor feeds, product expenses and infrastructure support that must also be kept in mind. After the computer has been isolated the next step would be to detect and remove the threat using the appropriate Intrusion Detection Systems. Updated versions of spy ware and Antivirus software will be installed on the PC if the current versions could not detect the threat.

Contract Administration and Management -Contracting Officers Essay

Contract Administration and Management -Contracting Officers - Essay Example A PCOs value comes from identifying the best contractor for the job in consideration and ensuring that their compensation matches the work that they will provide. The second is the Administrative Contracting Officer (ACO), whose responsibilities include the administrative aspects of the contract, such as, monitoring the performance of contractors, inspecting and, subsequently, accepting supplies and services from contractors, and ensuring the payment of contractors occurs accordingly. The value of the ACO comes from the contract implementation in that s/he has to ensure that it occurs according to the predetermined terms and conditions (Stanberry, 2012). The third is the Contracting Officer’s Representatives (COR), also known as Contracting Officer’s Technical Representatives, whose responsibilities include assisting the contracting officer in ensuring that the performance of contractors reflects the terms and conditions of the contract. The value of the COR (or COTR) comes from providing guidance, as well as, technical advice with regard to the contract specifications, especially when dealing with service contractors. The fourth is the Termination Contracting Officer (TCO) whose responsibilities include ensuring that the termination of a government contract benefits the government or minimizes losses regardless of whether it is because of the contractor’s default or for government convenience. The value of a TCO comes from ensuring that the losses to the government from the termination are minimal (Stanberry,

Gender Differences in Mental Rotation Experiment

Gender Differences in Mental Rotation Experiment Abstract Mental rotation involves mind when it tries to recognize objects in the surrounding and figuring out what the altered objects really are. The aim of this experiment was to determine reaction time of different angles of rotation and influence of gender differences. The task involved comparing three letters, some letters appeared the same and others were difficult to tell during rotation. I also noted that, the more an image is rotated from the point of origin, the longer it takes for an individual to realize if the letters are the same. Neither the position nor the axis on the object being rotated is the degree in which it is rotated and the speed of the rotation. Matching the letters required a lot of time as the speed of rotation increases. The experiment also showed that, females are faster than males. Keywords: Mental rotation, experiment, females, males, mind, gender, memory Mental rotation Introduction Mental rotation involves moving objects in the brain. These objects are stimulus (Cohen, 2012). As they rotate physically they also move mentally. The differences that may occur in different genders may be as a result of picture vividness. Images may appear very bright seeming like real life because it is clearly bright or detailed. In this study females got the higher score because they have habits in thinking and their way of thinking is quite different from men. This experiment was aimed at determining the length of time that could be taken to determine whether the letters were the same or quite different. For each pair, I tried to redo it by closing one eye and tried it again when all eyes are open to identify any difference. According to the theory of Paivio and Harshman (1987) females always tend to remember first because they use more imagery, colorful images which they have developed a habit in. As compared to males, reported use of images is a way of solving problem and gives them the ability to visualize objects. For instance, females do well in images that view regularly provided that they are colorful hence drawing their attention, whereas males might do well in manipulation of images. Males perform well on arts like drawing; while female perform well on some tasks requiring visual memory. Female have the tendency of reporting events and use of imagery. These images are stimulated by the verbal accounts of events. According to Paivio and Harshman (1987), this theory indicates that female tend to have more pictorial imagery as compare to males. By applying commonsense, people may differ in image viewing and image control. Some individuals may be having eye complications (Johnson, 1990). This has a very big difference on individuals. It all depends on how the images are perceived. The finding of this experiment therefore indicates that, individual differences in imagery are multidimensional and image ability might be multidimensional. In conclusion, mental rotation is depends on the mental rotation speed of different people. There is need for research in future to focus on the effects of the various socio-cultural and biological factors, as well as competent mental effects that influence individuals’ mental rotation and the strategies to acquire competent mental rotation. It is also hypnotized that, gender also determines on the ability of mental rotation. Method Participants: Participants were 10 competent students. This group consisted of 6 females and 4 males with age range from 20-45. Participation was open and voluntary to anyone. There were more females than males. Materials: There were 10 trials of different lettered objects to the participants before being rotated. This was to determine if the objects were similar both on the left and right view. Participants were given different letters on computer screen for 10 trials. The objects were being shown randomly and the participants were to make a comparison by clicking on the mouse to accept by pressing a button of true or false. The mean time was measured in seconds. Participants were also asked to give more information on gender and age and their effects on the rotation. It came to my realization that young people tend to have a sharp memory than the old people hence they are more skilled in mental rotation. Procedure: For each trial, the entire 10 participant were shown two different presentations of the objects. The object on the left was the standard version and the shape on the right was a reflected version of the shape on the left. The object on the left was shown in the upright way appearance while the object on the right was rotated in each trial; participants were to rotate the right object mentally then draw a conclusion if the objects were similar. That is, if the right objects were identical to the left objects. Participants were also asked if the left object was identical to the right one or otherwise. The task of participants was to complete the 10 trials, and to mentally see if they could recognize objects in their upright position after being rotated. Results: The results showed that, the bigger the rotation of the angle, the longer it takes for the participants to make decisions on whether the two objects have any similarities. As the object on the right was reflected, the vision of the object on the left participants first rotated the shape mentally to the right position. Individuals with inability were faster and more accurate in identifying the images. After mentally rotating the imagery they responded whether or not the shape was identical to the first shape. The results from the table also showed that if a shape has been rotated to instance 240 degrees, physically it will take longer for an individual to compare a shape which has been rotated 60 degrees. From the group, females were the most of the participants and they were showing a higher reaction and quicker response than males. This clearly showed what sex difference influence mental rotation. Discussion As already mentioned that mental images are analogue representations of physical objects, this finding supports the result of Harshman and Paivio and (1987) on reaction time. The results provide supports for the hypothesis that as angle of rotation goes, the reaction time of participant increases. This information supports the hypothesis which has been supported in this study. As the angle of rotation becomes bigger, it takes the participant longer time to make a decision. According to the findings, participants mentally rotate the second objects to its upright position first then compared with the standard version of the object. After mentally rotating the imagery, they respond whether or not the shape is identical to the first shape. The results show that females have higher reaction time than males. The results showed that, it took females longer to decide â€Å"males are more proficient on paper and pencil tests requiring mental rotation or transformation† (Harris, 1978; Maccoby Jacklin, 1974) now that there was an equal number of a female participant to that of the male participants. The limitation of having a bigger number of female participants was eliminated by balancing the number. The results supported the hypothesis that gender differences influences the way an image is perceived. As predicted, the females scored higher than males on the mental imagery test because female perceive objects differently. This findings supported by earlier studies in which female needed more time to rotate the shape mentally than males. I also found out that, the ability to rotate objects mentally might relate to individual differences in specific kinds of imagery abilities. Also from the research mental rotation is activated by different coloured shapes. The coloured objects tend to take a shorter time than the dull objects. The setting for this experiment was at school. This enabled us get different results from the previous ones. The environment where the task completed made this study a success because there were very few distractions. All the concentration of all participants was sufficient in conducting this research. The environment was conducive and it enhanced the findings about mental rotation. Additional advantage of this study was the limited range of age group, which enabled us to establish the differences and how different people with different ages perceive objects in their brains. Differences in age may influence how long it might take a participant to make the decision that the object is real or similar to another. The overall result of this study is that, as the angle of rotation goes upwards the reaction time of the participants increase. This is because the image must first rotate mentally then decides the shape is mirror or not. In conclusion male participants are not a good simple of representations. Aged people are also not good in mental rotation. References: Cohen, M. 2012. Changes in Cortical Activities During Mental Rotation: A mapping study using functional magnetic resonance imaging Retrieved on May 29, 2014 from, http://airto.bmap.ucla.edu/BMCweb/BMC_BIOS/MarkCohen/Papers/Rotate.pdf Harshman R.A. Paivio, A. (1987). â€Å"Paradoxical† sex differences in self-reported imagery. Canadian Journal of Psychology, 41, 287-302 Johnson A.M. (1990). Speed of mental rotation as a function of problem solving strategies. Paivio, A., Harshman, R. A. (1983). Factor analysis of a questionnaire on imagery and verbal habits and skills. Canadian Journal of Psychology, 37, 46l-483

Workplace Violence Essay -- Workplace Health and Safety

Workplace Violence According to the FBI, workplace violence is the number one growing homicide in the United States. There are an estimated 225,000 to 300,000 occurrences of violence each year. Despite the aforementioned statistic, some managers have simply failed to address the issue of workplace violence. Such negligence has not necessarily been purposeful. It has been due to a lack of awareness of the problem coupled with a preoccupation of everyday pressures. Many managers view workplace violence as just another workplace scourge such as sexual harassment--another governmental compliance burden. Unlike sexual harassment, workplace violence has resulted in people dying and that is precisely why it must be stopped. Sadly, far too many perpetrators have been allowed to come to Afull blossom@ right under the nose of a manager. For example, statistically, Athree-quarters of documented perpetrators showed warning signs. With the aforementioned statistic in mind, this paper will show some aspects of workplace violence that managers should look for in both their employees and their organizations, so as to spot and prevent workplace violence. Profiles Profiling potentially lethal employees or perpetrators is an exercise in both art and science. There is no question profiles can come in many forms and that many potential workplace murderers will not match any defined profile. Nonetheless, there are patterns evident in the behavior of workplace violence that make the effort of profiling them worthwhile and important to any organization. The violent individual often telegraphs his violent intentions before acting upon them, which may help to predict violence. The profile itself has been constructed to reflect two maj... ...ago: University of Chicago Press. Cascio, B.C. (1993). Antisocial Behavior in Organizations. New York: Haworth. Federal Bureau of Investigation. (1998). Statistical abstract of violent crimes in the United States (59th ed.). Washington, DC: U.S. Government Printing Office. Fox, P.D., & Levin, D. (1994). Breaking Point: The Workplace Violence Epidemic and What to Do About It. Chicago: Doubleday. Hesket, K.B., (1996). Essentials of Managing Workplace Violence. New York: Haworth. Kirkwood, M.E., (1993). Profiling the Lethal Employee: Caase Studies of Violence in the Workplace. Los Angeles: Coward, McCann & Geoghegan. Kurlad, J., (1998). Preventing Workplace Violence: Positive Management Strategies. New York: Holt. Lock, N. (1997, July 13). Tragedy Strikes Again. L.A. Times, pp. A1, A22. Webster=s Dictionary (9th ed.). (1972). Chicago: Webster=s.

Esssay

1. What is the major decision facing CCM? What is the timeline or sequence of events leading up to the decision? 2. What is your evaluation of the external environment, industry, and competition? 3. What is the position of CCM in the marketplace? What is your evaluation of the new product development† prototype and market testing† process used by CCM? 4. In light of the customers and their behavior, and your previous analysis, how would you position the U+ Pro skate in the marketplace? 5. What recommendations would you make to CCM regarding the execution of their launch strategy for the U+ Pro? Notes The major decision that CCM faces is one that involves the development of an effective product launch strategy which will boost the sales for the re-launch of CCM’s U+ Pro skate. This has been due to the fact that ‘a number of quality and marketing missteps had occurred since the market introduction of the U+ Pro skate two years earlier’. In addition to th is, the hockey equipment industry has been facing flat sales as of late. – Major decision †¢Skates make up the largest (34%) portion of global hockey equipment market by category, followed by sticks – Exhibit 2. †¢Key competitors are: Reebok-CCM Hockey, Bauer Hockey, Easton, and Graf. Competition in the industry †¢The industry was an expensive industry in comparison to other sport equipment industries like soccer. – Threat of substitutes high †¢The consumers of hockey equipment belong in mid-high income brackets, and spend quite a bit of money per annum for equipment. Hence, after they buy the equipment, they tend to stick to it and try to avoid repurchasing. – High power of buyers †¢Had variety of distribution channels within the industry. Among them the independent retailers had the best knowledge and tradition associated with selling hockey equipment.In addition, they are part of buying groups that spread across the country in Canada. †¢3 consumer segments: oPersonal Expression and Performance group (49%): concerned with image, product and personal performance, brand reputation and brand popularity. Want a brand that reflects style and personality. Price was not a barrier. Responds well to NHL endorsements. oSmart performers (45%): rational decision makers who consider both value and product performance when making a purchase. They want equipment to help them outperform the competition while staying within a budget. Didn’t care about NHL endorsements. oPrice Conscious Consumers (†¦

The Boxer Rebellion in Chinese History

The Boxer Rebellion in Chinese History Beginning in 1899, the Boxer Rebellion was an uprising in China against foreign influence in religion, politics, and trade. In the fighting, the Boxers killed thousands of Chinese Christians and attempted to storm the foreign embassies in Beijing. Following a 55-day siege, the embassies were relieved by 20,000 Japanese, American, and European troops. In the wake of the rebellion, several punitive expeditions were launched and the Chinese government was forced to sign the Boxer Protocol which called for the rebellions leaders to be executed and the payment of financial reparations to the injured nations. Dates The Boxer Rebellion began in November 1899, in the Shandong Province and ended on September 7, 1901, with the signing of the Boxer Protocol. Outbreak The activities of the Boxers, also known as the Righteous and Harmonious Society Movement, began in the Shandong Province of eastern China in March 1898. This was largely in response to the failure of the governments modernization initiative, the Self-Strengthening Movement, as well as the German occupation of the Jiao Zhou region and the British seizure of Weihai. The first signs of unrest appeared in a village after a local court ruled in favor of giving a local temple over to the Roman Catholic authorities for use as a church. Upset by the decision, the villagers, led by Boxer agitators, attacked the church. The Uprising Grows While the Boxers initially pursued an anti-government platform, they shifted to an anti-foreigner agenda after being severely beaten by Imperial troops in October 1898. Following this new course, they fell upon Western missionaries and Chinese Christians who they viewed as agents of foreign influence. In Beijing, the Imperial court was controlled by ultra-conservatives who supported the Boxers and their cause. From their position of power, they forced the Empress Dowager Cixi to issue edicts endorsing the Boxers activities, which angered foreign diplomats. The Legation Quarter Under Attack In June 1900, the Boxers, along with parts of the Imperial Army, began attacking foreign embassies in Beijing and Tianjin. In Beijing, the embassies of Great Britain, the United States, France, Belgium, the Netherlands, Russia, and Japan were all located in the Legation Quarter near the Forbidden City. Anticipating such a move, a mixed force of 435 marines from eight countries had been sent to reinforce the embassy guards. As the Boxers approached, the embassies were quickly linked into a fortified compound. Those embassies located outside of the compound were evacuated, with the staff taking refuge inside. On June 20, the compound was surrounded and attacks began. Across town, the German envoy, Klemens von Ketteler, was killed trying to escape the city. The following day, Cixi declared war on all of the Western powers, however, her regional governors refused to obey and a larger war was avoided. In the compound, the defense was led by the British ambassador, Claude M. McDonald. Fighting with small arms and one old cannon, they managed to keep the Boxers at bay. This cannon became known as the International Gun, as it had a British barrel, an Italian carriage, fired Russian shells, and was served by Americans. The First Attempt to Relieve the Legation Quarter To deal with the Boxer threat, an alliance was formed between Austria-Hungary, France, Germany, Italy, Japan, Russia, Great Britain, and the United States. On June 10, an international force of 2,000 Marines was dispatched from Takou under British Vice Admiral Edward Seymour to aid Beijing. Moving by rail to Tianjin, they were forced to continue on foot as the Boxers had severed the line to Beijing. Seymours column advanced as far Tong-Tcheou, 12 miles from Beijing, before being forced to retreat due to stiff Boxer resistance. They arrived back at Tianjin on June 26, having suffered 350 casualties. Second Attempt to Relieve the Legation Quarter With the situation deteriorating, the members of the Eight-Nation Alliance sent reinforcements to the area. Commanded by British Lieutenant-General Alfred Gaselee, the international army numbered 54,000. Advancing, they captured Tianjin on July 14. Continuing with 20,000 men, Gaselee pressed on for the capital. Boxer and Imperial forces next made a stand at Yangcun where they assumed a defensive position between the Hai River and a railroad embankment.  Enduring intense temperatures which led to many Allied soldiers falling out of the ranks, British, Russian, and American forces attacked on August 6. In the fighting, American troops secured the embankment and found that many of the Chinese defenders had fled.  The remainder of the day saw the Allies engage the enemy in a series of rearguard actions. Arriving at Beijing, a plan was quickly developed which called for each major contingent to assault a separate gate in the citys eastern wall.  While the Russians struck in the north, the Japanese would attack to the south with the Americans and British below them.  Deviating from the plan, the Russians moved against the Dongen, which had been assigned to the Americans, around 3:00 AM on August 14.  Though they breached the gate, they were quickly pinned down.  Arriving on the scene, the surprised Americans shifted 200 yards south.  Once there, Corporal Calvin P. Titus volunteered to scale the wall to secure a foothold on the ramparts.  Successful, he was followed by the remainder of the American forces.  For his bravery, Titus later received the Medal of Honor. To the north, the Japanese succeeded in gaining access to the city after a sharp fight while further south the British penetrated into Beijing against minimal resistance. Pushing towards the Legation Quarter, the British column dispersed the few Boxers in the area and reached their goal around 2:30 PM.  They were joined by the Americans two hours later. Casualties among the two columns proved extremely light with one of the wounded being Captain Smedley Butler.  With the siege of the legation compound relieved, the combined international force swept the city the next day and occupied the Imperial City. Over the next year, a second German-led international force conducted punitive raids throughout China. Boxer Rebellion Aftermath Following the fall of Beijing, Cixi sent Li Hongzhang to begin negotiations with the alliance. The result was the Boxer Protocol which required the execution of ten high-ranking leaders who had supported the rebellion, as well as payment of 450,000,000 taels of silver as war reparations. The Imperial governments defeat further weakened the Qing Dynasty, paving the way for its overthrow in 1912. During the fighting, 270 missionaries were killed, along with 18,722 Chinese Christians. The allied victory also led to further partitioning of China, with the Russians occupying Manchuria and the Germans taking Tsingtao.

Single Variable Equations on SAT Math Complete Strategies

Single Variable Equations on SAT Math Complete Strategies SAT / ACT Prep Online Guides and Tips In a way, single variable equations are some of the most common and least common types of questions on the SAT math section. Why? Because it’s rare to find more than one or two single variable equations per test, and yet knowing how to solve and manipulate single variable equations is a basic requirement for solving most all SAT math questions. Even though you won’t often see single variable equations by themselves, it is crucial that you know how to set up, use, and manipulate them. You cannot solve the more complex expressions like quadratics, multiple variables, and so on, without first understanding single variable equations. This guide will be your complete walk-through of single variable equations for the SATwhat they are, how you’ll see them on the test, and how to set up and solve them. Once you get the hang of single variable equations, you can go on to solve more and more complex problems. What Are Single Variable Equations? A single variable equation is comprised of two parts: the (lone) variable and the equation. So let’s look at what those are and how to put them together. A variable is a symbolic placeholder for a number we do not yet know. Often, you’ll see x or y used as a variable in math problems, but variables can be represented by any symbol or letter. $$4t=20$$ In this case, t is our variable. It represents a number that is currently unknown. An equation sets two (or more) mathematical expressions equal to one another. To show that the expressions are equal, we use an equals sign (=). Each side of the expression can be as simple as a single integer or as complex as an expression with multiple variables, exponents, or anything else. $$15(a+b^3)−(a−3)^12=22$$ The above is an example of an equation. Each side of the expression equals the other. So if we put together our definitions, we know that: A single variable equation is an equation in which there is only one variable. The variable can be used multiple times and/or used on either side of the equation as long as the variable remains the same. Some examples of single variable equations: $${4(a−3)}/a=2(a^8)$$ $$a+7−(a+3)=4$$ $$6a+a−3=a+21$$ You’ll notice that some of the equations used the variable, a, multiple times. Other equations used the variable on either side of the equals sign. No matter how many times the variable is used, all of these are still single variable problems because the variable remains constant and there are no other variables. Once you find your variable, you can solve the whole puzzle. Typical Single Variable Equations on the SAT Single variable equations will fall into two broad categories on the SATgiven equations and word problems. Word problems are by far the more common and you should expect to see one or two per test. Given equations, when they appear, will usually fall between problems 1-4 on any given math section. Let’s look at each type. Given Equations A given equation will provide you with the equation you need to use to solve the problem. We will go through the exact processes needed to solve this kind of problem in the next section, but for now just understand that your goal is to isolate your variable. (We will walk through how to solve this question later in the guide) In this problem, you are being asked to find the isolated variable as your final answer. But do be sure to note that this is not always the case. Sometimes the question will ask you to solve for y alone (or x or any other variable), and sometimes the question will ask you to solve for y to a different term (2y or 12y, etc.). Always pay close attention to exactly what the question is asking you to find. You need to first isolate your variable to solve the problem, but always double-check whether you should stop there or if you need to continue on, in order to find your final answer. Word Problems A word problem will describe a situation and ask you to find a missing variable. You must write your own equation based on the information you are given in the question. Again, your final answer may be the value of your variable (x or y, etc.) or your variable taken to a different term ($2x$, $y^2$, etc.). (We will walk through how to solve this question later in the guide) How to Manipulate a Single Variable Equation In order to solve a single variable equation, we must isolate our variable on one side of the equation. And the way we do this is by shifting everything else to the other side of the equals sign. In order to shift our terms (expressions), we must cancel them out on their original side. This means we have to set the non-variablesto zero when using addition/multiplication, and set the variable to 1 when using division/multiplication. (Why do we set it to 1 when using division/multiplication? Because we use multiplication and division to isolate our variable. But setting it to 1, we give ourselves just the one variable to work with.) The way we cancel out our terms is by performing the opposite function of each term. Opposite function pairs are: Addition and subtraction Multiplication and division For example, if we have a term on one side that has a minus sign (subtraction), we must add that same amount from both sides. $x−4=6$ $x−4+4=6+4$ $x=10$ If we have a term that is being multiplied, we must divide that same amount from both sides. $4x=20$ ${4x}/4={20}/4$ $x=5$ And so on. Whatever you do on one side of the equation, you must do on the other. This cancels out like terms and essentially moves your terms from one side of the equation to the other. Manipulating equations isall about balance. Steps to Solving a Single Variable Problem Let us take a typical variable expression and break it into the steps needed to solve it. $14−2x+2+6x=64.$ Find ${1/2}x.$ #1: Combine like terms If there is more than one term with a same variable, we must combine them in order to ultimately isolate that variable. We can add or subtract terms with a same variable in the same way we can any other numbers. $14−2x+2+6x=64$ Here we have a $−2x$ and a $6x$ (notice how we had to keep the signs in front of the numbers intact). Now we add them together. $−2x+6x=4x$ We also have multiple numbers without variables on the left side of our equation. We must combine these as well, as they are also like terms. $14+2=16$ So now, when we put the pieces together, our equation looks like this: $16+4x=64$ #2: Isolate the term with your variable Once we have combined our variables, we must isolate the variable term. If the term is simply the variable itself (e.g. $x$), then we can skip this step. But since our term here is $6x$, we must isolate the whole term first. $16+4x=64$ We have a positive 16 here that we want to get rid of in order to isolate our $4x$. This means we must subtract 16 from both sides of our equation. Why? Because we have a positive 16, which means that it is addition. And subtraction is the opposite of addition. We must also subtract 16 from either side to cancel out the 16 on the first expression (make it zero) so that we can isolate our variable. $16−16+4x=64−16$ $4x=48$ #3: Isolate your variable Now that we’ve isolated our term ($4x$), we can further isolate the variable. Again, we perform an opposite function of the term. In this case, we have $4x$, which uses multiplication. In order to isolate the variable, we must therefore use division (the opposite of multiplication) by dividing by 4 on both sides. This will set our x equal to one and thus isolate it. $4x=48$ ${4x}/4={48}/4$ $x=12$ #4: Double-check your variable by plugging it back in Now that we’ve solved for our variable, let us check to make sure it is correct by plugging it back into the original equation. $x=12$ $14−2x+2+6x=64$ $14−2(12)+2+6(12)=64$ $14−24+2+72=64$ $−10+74=64$ $64=64$ Success! We have correctly isolated the variable and found its value. #5: And, finally, double-check to make sure you are answering the right question. Ah-ha! We can’t stop here. Our initial question asked for the value of $1/2x$, not just x by itself. If we had stopped here at $x=12$, we would have gotten the final answer wrong. Now, we end the problem by saying: ${1/2}x=(1/2)12=6$ So our final answer is 6. Always be sure to double-check both that your variable is correct and that you are answering the exact question the test is asking you to answer. Now let’s try it again with our given equation problem from earlier. We have ${1/3}y+9=0$ and we must isolate our variable in order to ultimately find the value of y Step 1, combine like terms: There are no like terms to combine, so we can skip step 1. Step 2, isolate the variable term: $1/3y+9=0$ $1/3y+9−9=0−9$ $1/3y=−9$ Step 3, isolate the variable: $1/3y=−9$ $3*1/3y=−9$ $y=−27$ Step 4, double-check answer: $1/3y+9=0$ $(1/3*−27)+9=0$ $−9+9=0$ $0=0$ Step 5, double-check if answering the right question: The initial question wanted us to find y, and that is exactly what we found. We can confidently say that we are finished. Success! Our final answer is A, -27. Ready to put your single variable equation knowledge to the test? Test Your Knowledge 1. 2. 3. 4. Answers:700, B, A, C Answer Explanations: 1. This problem is one to be cautious of because you'll note that your final answer is NOT your variable. Why? Because we are asked to find the total amount of money each person made during the week and yet our variable is the amount of sales they made. So let's walk through the problem and set up our equation. We are told that both Tom and Alison made the same amount of money in a certain week, which means that this is an equation problem (their earnings are set equal to one another). We also know they had the exact same number of sales and that this number is yet unknown. This is our single variable. Let us call it x. Tom made 300 dollars plus 20% of his sales. We can set up his half of the equation like so: $300+0.2x$ (For more on percentages and why we can set up 20% of x as $0.2x$, check out our guide to SAT fractions and ratios.) Alison made 200 dollars plus 25% of her sales. So we can set up her half of the equation thusly: $200+0.25x$ Now, let us set the two sides equal to one another and solve for our variable. $300+0.2x=200+0.25x$ First, let us combine our like terms by moving them to opposite sides of the equation: $300−200=0.25x−0.2x$ $100=0.05x$ Now, let's isolate our variable: $100/0.05={0.05x}/0.05$ $2000=x$ This means that they each sold 2000 dollars worth of product. But wait! We can't stop here. The question asked us to find their weekly compensation, NOT their weekly sales. We must plug 2000 back into one of the original equations in place of x to find our final answer. Let's take Tom's weekly earnings again: $300+0.2x$ $300+0.2(2000)$ $300+400$ 700 So both Tom and Alison (remember, they made the same amount) earned 700 dollars that week. Our final answer is 700. (Note: you can also double-check your answer with Alison's original equation as well: $200+0.25x$ $200+0.25(2000)$ $200+500$ 700 Either way, the answer is 700) 2. We are told that a triangle has a perimeter of 13 and one side length of 3. The other two sides are equal. That means we would set up an equation that would look like this: $3+2x=13$ The left side of the equation is the sum of all the triangle’s sides. x is substituting for our unknown side lengths. And we have multiplied our x by 2 because the two unknown side lengths are equal. Now, we solve. $3+2x=13$ Subtract 3 from both sides $3−3+2x=13−3$ $2x=10$ Isolate our variable ${2x}/2=10/2$ $x=5$ So each of the other side lengths must be equal to 5. Let’s plug the answer back in to make sure this is correct. $3+5+5=13$ $13=13$ Success! And we are being asked for the length of each side, so we know that our variable answer is the final solution. Our final answer is B, 5. 3. We are being asked to find the number of sandwiches that Ali made, so let’s make our unknown variable a for Ali. This means that Ali made a number of sandwiches. We are told that Ben made three times as many sandwiches as Ali, which means that Ben made $3a$ sandwiches. Now Carla made twice as many sandwiches as Ben. We will still say that all the sandwiches made are in terms of a number of sandwiches, so Carla made $2*3a=6a$ sandwiches. And we also know that the total number of sandwiches was 20. So now, when we put it all together, we get: $a+3a+6a=20$ Combine our like terms and we get: $10a=20$ Isolate our variable. ${10a}/10={20}/10$ $a=2$ Now let’s double-check to make sure that is correct. If Ali makes 2 sandwiches, and Ben makes three times as many, he will have made 6 sandwiches. If Carla makes twice as many as Ben, she’ll have made 12 sandwiches. $2+6+12=20$ 20=20 Success! We have correctly isolated our variable. Since we said that a was the number of sandwiches that Ali made, this means: Our final answer is A, Ali made 2 sandwiches. 4. We are given the problem: "$10+x$ is 5 more than 10." The "is" in the question sets the terms equal, so when we translate this statement, we get: $10+x=15$ Now, let’s isolate our variable. $10−10+x=15−10$ $x=5$ Now let’s double-check by plugging our x back into the original equation. $10+x$ is 5 more than 10. $10+5=15$ is 5 more than 10. Success, we have isolated our variable. But wait! The final question wants us to find the value of 2x, not just x. $x=5$ $2(5)=10$ So our final answer is C, $2x=10$ Whoo! You conquered those single variable equations! The Take Aways Single variations make up the backbone of many other SAT problems. By knowing how to manipulate these kinds of expressions, you’ll be able to build on these techniques to solve much more complex problems and equations. Just remember to always perform the same act to each side of the equation and save isolating your variable for last, and you’ll be conquering single variable equations left and right. Now you’ve got the building blocks for understanding how to go forth and take on the rest of the SAT math topics. So build upon this knowledge and tackle the rest of what SAT math has to offer. What’s Next? You’ve build up your mathematical foundation and now you’re raring to take on more. Before you start in on another SAT math topic guide, make sure you have a good idea of all the topics covered on the SAT math. Think you might need a tutor? Check out the best ways to find a tutor that suits your needs, whether online or in person. Taken a practice test and don’t know how you match up for schools? Make sure you have a good idea of what your ideal score truly is. And if you feel like you’ve got a handle on the math itself, but struggle with the timing, then be sure to check out our guide on how to complete your SAT math section on time. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Multipe Sclerosis Assignment Example | Topics and Well Written Essays - 250 words

Multipe Sclerosis - Assignment Example In addition, the damage of the myelin sheath makes it difficult for the brain to transmit signals to parts of the body. Also, due to the effect on the brain, patients lack balance, that results to physical inactiveness and the patient remains dull. The disease also weakens the limbs, causing difficult movement. MS patients experience blurred vision or in some instance double vision. This may be caused by the brain not transmitting information to the eye. Patients also suffer scantiness of coordination leading to clumsiness and feebleness in the limbs. Moreover, a common symptom is lack of balance leading to problems in walking whereby a patient may fall. Additionally, close to 90% of the patient experience fatigue causing weak muscles (Weiner & Stankiewicz 2012). The tests for the disorder are mainly Magnetic Resonance Imaging and Computed tomography. These two tests involve studying the cells. The cells later draw up patterns that help the observer to determine whether there is the presence of the infection in the cells. The observation made by the clinic officer later helps them determine which kind of treatment to use, either clinical or surgical (Constantino et al. 2012). Constantino et al. (2012) explain that the treatment could be by use of biomarkers being introduced to the body of the patient. Interferon-beta can also be used by neutralizing antibodies in the patient’s body. However, the clinician should take time to evaluate the patient’s body response to different biomarkers so as to ensure that the patient is treated with the biomarker that reacts positively with the body. Alkhawajah, M., Caminero, A., Freeman, H., & Oger, J. (2013). Multiple Sclerosis and Inflammatory Bowel Diseases: What We Know And What We Would Need To Know!. Multiple Sclerosis Journal, 19(3), 259-265. Constantino, C., Rodrigues, R., Neto, J., Marchiori, E., Araujo, A., de Mello Perez, R., & Parente, D.

2-1-5 Essay Example | Topics and Well Written Essays - 750 words

2-1-5 - Essay Example led â€Å"structural adjustment problems that were exacerbated due to the lack of proper procedures by which the banks could carry out business in their respective areas of operation. Hence, the Lithuanian banking system can be characterized to be in a flux or in movement from a state owned one to a modern banking system. B) The Lithuanian banking system has been included in the common European currency area because of some of the factors discussed above. It has been included in the common European area due to the fact that its banking system has made the transition to the practices of the Euro region. On the other hand, the banking system in Lithuania has started to emerge from its socialist shadow and hence can be said to have matured enough to warrant inclusion into the common Euro area. Though the common Euro area is mainly a monetary union, the fact that the Lithuanian economy is developing a fast rate has resulted in its non-inclusion in the common Euro area. The other reasons or the cost benefit analysis that has been carried out has been in favor of the union with the Euro area because of the perceived gain to the Euro currency because of the relative robustness of the Lithuanian economy. C) The European central bank had a role to play in the transformation of the Lithuanian banking system from a pre-modern one to a modern one. The ECB has extended all possible help to the Lithuanian banking system to make this transition possible. However, the fact that Lithuania is a part of the Euro area has led to a relatively major role for the ECB and the way in which the ECB has been guiding the transition makes it a stronger player than the central bank of Lithuania in the transition process. The ECB has mandated several requirements to the central bank of Lithuania as part of the process for acceptance and it is to the credit of the Lithuanian baking authorities that many of these requirements have been met. D) The major export and import industries of

Mobile Phone Buying Behaviour in the UK Research Paper

Mobile Phone Buying Behaviour in the UK - Research Paper Example This study looks at the buying behaviour of mobile phone customers in the U.K. using analysis of secondary research data to test the hypothesis that such behaviour is rational. Based on findings from the latest annual industry survey conducted by the Communications Management Association of the U.K., feedback on a consumer website (www.ciao.co.uk), and a review of relevant literature on mobile phone buying behaviour, the study concludes that U.K. consumers exhibit predominantly rational characteristics. Buying decisions, however, are affected by hedonic factors that are emotional in nature, and also by other considerations such as age group, financial capability, and the capabilities and image of the mobile phone model being offered. Consumer decision-making therefore combines the rational assessment of the phone plan, the perceived service quality, and the phone's technology.2. To determine which of the following features have greater influence on the customer's decision to buy a mo bile phone: the plan (tariffs, free minutes, network coverage, etc.), the phone itself (capabilities, image, or advertising), customer service, or a combination of any or all three factors.Conventional marketing theory predicts that buying behaviour of mobile phones follows a rational process because a mobile phone is a high-technology product, it is useful, and it is a personal item that a consumer has close at hand for many hours during the day. The study aims to test the hypothesis that the mobile phone buying behaviour is rational. Proving our hypothesis would mean that customers who buy mobile phones follow a rational decision-making process that marketing theorists summarise as a five-stage process of Awareness Interest Evaluation Trial Adoption. In order to determine whether the buying behaviour is rational, this study looks at each stage of the buying process according to a set of basic rational and emotional factors as shown in Tables 1 and 2. Using secondary research based on U.K. consumer data and their decision to buy a mobile phone service, it would be possible to compare responses with the rational and emotional factors and test our hypothesis based on the results. The hypothesis can be confirmed if the results show that rational factors consistently score higher than emotional factors. Otherwise, the hypothesis is false. Research Methodology and Literature Review The research study used three secondary data sources. The first data source is the latest annual survey of the Communications Management Association (CMA, 2006), a U.K.-based professional organisation of companies in the telecommunications sector, which includes mobile phone suppliers such as Nokia, Sony Ericsson, and Motorola; and mobile service providers such as Vodafone, Orange, O2, T-Mobile, and Virgin. The CMA has been conducting an annual survey since 2003 and publishing the results on its website (www.thecma.com). The CMA conducted its last annual surveys in 2006, and part of the data gathered from the survey are the factors that make up consumer decision-making and satisfaction, consumer concerns, and image perceptions towards mobile phone suppliers and mobile service providers. The second source of data is ciao.co.uk, a shopping intelligence

Brand new adventure park Essay Example for Free

Brand new adventure park Essay Afan Valley Adventure Park is a brand new adventure park opening soon in Afan Valley South Wales. The park is home to many exhilarating rides, but not only thrill seekers will enjoy Afan Valley, as there is a large on site petting zoo for the youngsters. Afan Valley is also home to one of the biggest wooden roller coasters on Britain! Its loops and hoops will make you dizzy with excitement just looking at it! But Afan Valley does not just cater for the thrill seekers of the family, under 5s can enjoy the gentler pace of our tree tops kiddies roller coaster or our Teletubbies flying aeroplanes. After all the excitement of the rides you can relax in one of our many bar/restaurants while the kids play safely in one of our supervised cri ches. You can also take an after dinner stroll on one of our scenic country walks, which we have proudly been awarded the David Bellamy Gold award for conservation. There are many items available to hire at A. V. A. P for a small fee, such as mountain bikes, childrens buggies and hiking boots. These are available to reserve before you arrive at the park. Included on the following pages is an application form for membership to Afan Valley. There are many benefits of becoming a member for the very reasonable fee of i 15 a month. You will receive a regular newsletter telling you about all of the up dated facilities and new rides and also included will be a map of the park, for you to find your way around. Another special benefit of becoming a member is free entry to the park as much as you want and also free car parking. So all you have to pay is the once a month payment of i 15. I intend to use the database to sort members into different categories and to find contact numbers easily. I also want to use the database to sort for members who have not paid their subscriptions.

Comparing Hate in The Jewel in the Crown and Wuthering Heights :: comparison compare contrast essays

Hate in The Jewel in the Crown and Wuthering Heights While reading the two works, The Jewel in the Crown and Wuthering Heights, it was impossible to miss the blatant prejudice. The terms used to describe other races were offensive, I also noticed the treatment of many of the characters because of their skin color. One of the novels was set in 1801 and the other in 1942 still they both illustrate horrid prejudices. Emily Bronte's Wuthering Heights is a classic novel from the 1800's. It was shocking at first to read about the Gypsy boy that Mr. Earnshaw brought home referred to as." a gift of God, though it's as dark almost as if it came from the devil." (Pg 28. Bronte, Emily. Wuthering Heights. Norton Critical ed. 3rd ed. Ed William M. Sale, jr., and Richard J. Dunn. New York: W.W. Norton, 1990) Not once in the first meeting of this child did they call him a child or even as him they referred to him as "it" (Pg 28,29. Bronte, Emily. Wuthering Heights. Norton Critical ed. 3rd ed. Ed William M. Sale, jr., and Richard J. Dunn. New York: W.W. Norton, 1990) When Mr. Earnshaw was explaining why he brought the boy home he used phrases like "seeing it starving" "inquired for its owner" and "whom it belonged". (Pg 29. Bronte, Emily. Wuthering Heights. Norton Critical ed. 3rd ed. Ed William M. Sale, jr., and Richard J. Dunn. New York: W.W. Norton, 1990) The horrible way the people thought about the Gypsy child Heathcliff offended me at first and then I remembered the period of the novel. That was unfortunately, standard practice for the era although despicable normal for the era. The trend continued for one hundred years because the novel The Jewel in the Crown had the same tones about the Indian people in the novel. Lady Chatterjee was not allowed in a club because she was an Indian. (Pg 106 Scott, Paul. The Jewel in the Crown. [1996.] Vol. 1 of the Raj Quartet. Rpt. Chicago: University of Chicago Press, 1998.) Many times in this novel, as well there are blatant prejudices. Sister Ludmila felt it "an unnatural context the attraction of white to black, the attraction of an opposite" of a white woman and an Indian (black) man. (Pg 150 Scott, Paul. The Jewel in the Crown.

Implementing a Wearable Computer ID Card System Essay -- Security and

EXECUTIVE SUMMARY Background ï  ® In order to improve the time & attendance and security of Global Products LLC a wearable based ID card system has been proposed ï  ® We have considered up to date time and attendance systems, different types of wearable technology and scanning technology ï  ® The option in this business case was suggested due to the advantages to the companies quality, safety, productivity and cost saving systems Strategic Alignment ï  ® This proposal is aligned with discussions with HR and senior management ï  ® The purpose of this proposal is to gain approval for installation of computer based identification card system and security system. ï  ® If the proposal is unsuccessful the company will continue to experience challenges in its time sheet recording system. CONTENTS EXECUTIVE SUMMARY 2 Wearable Computing ID cards at Global Products LLC 4 What are Wearable Computing based ID cards 4 How can Wearable Computing be utilized 5 Associated risks 6 Infrastructure 6 How we manage wearable cards 7 BUSINESS CASE 8 Overview of activity 8 Consultation 8 Financial Model 9 SENSITIVITY ANALYSIS 11 CONCLUSION AND RECOMMENDATIONS 15 REFERENCES 16 â€Æ' Wearable Computing ID cards at Global Products LLC What are Wearable Computing based ID cards †¢ Computing based ID cards also known as RFID †¢ Radio frequency identification, or RFID, is a generic term for technologies that use radio waves to automatically identify people or objects †¢ Direct line of sight is not needed for reading †¢ More than 1 card can be read at a time †¢ Information is stored on the card that communicates with a reader (see attached picture) †¢ Information from the card can be stored in the reader for quick access or on a net... .../mobile/mobile-applications/how-enterprises-can-plan-for-wearables/d/d-id/1127827. [Accessed 21 March 14]. RFID Journal. 2014. Frequently asked questions. [ONLINE] Available at:http://www.rfidjournal.com/site/faqs. [Accessed 22 April 14]. Office of the privacy commissioner Canada. 2008. RFID in the workplace. [ONLINE] Available at:https://www.priv.gc.ca/information/research-recherche/consultations/2008/rfid_e.asp#Part1-1. [Accessed 04 April 14]. Sage HRMS. 2013. Punching in for Improved Workforce Management: The Top Seven Benefits of an Automated Time and Attendance System. [ONLINE] Available at:http://www.dresserassociates.com/pdf/whitepapers/Sage-HRMS-Top-Seven-Benefits-of-Automated-Time-Attendance-System.pdf. [Accessed 04 April 14]. Rawlinsons, RP, 2010. Rawlinsons Australian Construction Handbook. 28th ed. Osborne Park, WA: Rawlinson Publishing

Data Preprocessing Essay

Data Preprocessing 3 Today’s real-world databases are highly susceptible to noisy, missing, and inconsistent data due to their typically huge size (often several gigabytes or more) and their likely origin from multiple, heterogenous sources. Low-quality data will lead to low-quality mining results. â€Å"How can the data be preprocessed in order to help improve the quality of the data and, consequently, of the mining results? How can the data be preprocessed so as to improve the ef? ciency and ease of the mining process? † There are several data preprocessing techniques. Data cleaning can be applied to remove noise and correct inconsistencies in data. Data integration merges data from multiple sources into a coherent data store such as a data warehouse. Data reduction can reduce data size by, for instance, aggregating, eliminating redundant features, or clustering. Data transformations (e. g. , normalization) may be applied, where data are scaled to fall within a smaller range like 0. 0 to 1. 0. This can improve the accuracy and ef? ciency of mining algorithms involving distance measurements. These techniques are not mutually exclusive; they may work together. For example, data cleaning can involve transformations to correct wrong data, such as by transforming all entries for a date ? eld to a common format. In Chapter 2, we learned about the different attribute types and how to use basic statistical descriptions to study data characteristics. These can help identify erroneous values and outliers, which will be useful in the data cleaning and integration steps. Data processing techniques, when applied before mining, can substantially improve the overall quality of the patterns mined and/or the time required for the actual mining.

arminianism vs calvinism Essays

arminianism vs calvinism Essays arminianism vs calvinism Essay arminianism vs calvinism Essay Arminianism and Calvinism Christian Doctrine Calvinism Historically, the doctrine of Calvinism arose out of the teaching of John Calvin. Five point Calvinism as it is exposed by its followers today was not taught by Calvin, but instead implied by those who carried his teachings to what they considered to be their logical conclusions. Calvinism is often called Reformed theology, and is founded in John Calvins Institutes of the Christian Religion. The Puritans and independent Presbyterians of Great Britain were heavily influenced by Calvins writings, but some of its greatest followers were Dutch. Most Baptist, Presbyterian, and Reformed churches base their doctrine off of John Calvins teachings. Calvinism can be summarized using the acronym TULIP, which stands for the following: 1 . Total depravity, is the belief that man is dead in trespasses and sins and totally unable to save himself. Many advocates of Calvinism carry this a step further, saying that man cannot even desire a relationship with God apart from His working in their hearts. 2. Unconditional election is the belief that in eternity, God chose or elected certain people to obtain salvation. Some Calvinists (although not all) carry this belief further nd teach what is referred to as double predestination, the teaching that God selected some people to go to heaven and others to go to hell, and there is nothing anyone can do to change Gods election. John Calvin taught this, but called it a terrible doctrine. 3. Limited atonement is the Calvinist teaching that Jesus did not die for the sins of the entire world, but that He only died for those that He elected to go to heaven. The argument is that Christs work on the Cross must be efficacious, that is, it must work for all for whom He died, that He could not have shed His blood for hose who are lost. Some Calvinists have gone to great lengths to explain limited atonement, saying, for example, that Jesus died for all, but does not pray for all, or tnat HIS aeat n tneoretlcally could save everyone, out Is eTTectlve only Tor tne elect. The end result is the same in each case the belief that Jesus only died effectively for some people, not all. 4. Irresistible grace is the doctrine that teaches that God will draw to Himself those whom He elected regardless of their rebellion against Him. It is the belief that man cannot resist the drawing of God to Himself. . Perseverance of the saints, or eternal security, is the doctrine that often attracts people to Calvinism because it is the belief that a true born again Christian cannot lose or give up his salvation because salvation is entirely Gods work, not mans. Arminianism Jacobus Games) Arminius was a Dutch theologian who lived from 1560-1609. Arminius taught that man is only guilty of Adams sin when he sins voluntarily . Arminius started out as a strict Calvinist, but later modified his views, which were expressed in a document called The Remonstrance in 1610. Arminianism is the heological basis for the Methodist, Wesleyan, Nazarene, Pentecostal, Free Will Baptist, Holiness, and many charismatic churches. Arminianism teaches: 1 . Election based on knowledge, the belief that God chose those who would be saved in eternity past based on His foreknowledge of those who would respond to and receive the Gospel of Jesus Christ. Arminianism rejects the concept that God elected anyone for hell. 2. Unlimited atonement is the belief that Jesus died on the Cross for all people, that His blood is sufficient to pay the penalty for the sins of every man, woman, and child who has ever lived. Thus, all mankind is savable. 3. Natural inability is the teaching that man cannot save Himself, but that the Holy Spirit must effect the new birth in him. Strict Arminians do not believe that man is totally depraved and condemned as a result of Adams sin. . Prevenient grace is the belief that the preparatory work of the Holy Spirit enables the believer to respond to the Gospel and to cooperate with God in the salvation of that person. 5. Conditional perseverance is the belief that man can choose to reject God, and therefore lose his salvation, even after he has been born again. Rather than the once saved always saved doctrine of the Calvinists, the Arminian believes that you must abide in Christ to be saved, and that you can ch oose to walk away from God. Arminius himself, and his early followers, stated that they were unsure of this doctrine and that it required further Biblical study. Evaluation of the Doctrines At the heart of the controversy between Calvinism and Arminianism is the emphasis on the sovereignty of God by the Calvinists and on the free will of man, or human responsibility, by the Arminians. Arminians teach that man has free will and hat God will never interrupt or take that free will away. They say that God has obligated Himself to respect the free choice with which He created us. Calvinism, on the other hand, emphasizes that God is in total control of everything, and that nothing can happen that He does not plan and direct, including mans salvation. Both positions are logical, both have Scriptures to back up each of their five points, and both have truth to them. Both are right in what they claim, but both are wrong in what they deny. If truth is pressed to the point of excluding another truth, it becomes an error. The Bible presents a theology that is more man centered than calvinists make it out to be, and theology that is more divine than arminianism present it as. Certainly, the Bible does teach that God is sovereign (Psalm 135:6; Daniel 4:35, Ephesians 1:1 1), and that Dellevers are preaestlnea ana elected Dy (Romans B) to spend eternity wltn However, the bible never associates election with damnation. Scriptures teach that God elects for salvation, but that unbelievers are in hell by their own choice. Every passage of the Bible that speaks of election deals with it in the context of salvation nd not damnation. It is simply not biblical to say someone is elect for hell. The idea of total depravity is consistent with Scripture (Ephesians 2:1, Romans 3:1 1), but the doctrine of limited atonement, that Jesus did not die for the sins of the whole world, is clearly anti-Biblical Cohn 3:16, I Timothy 2:6, II Peter 2: 1, I John 2:2). The Bible teaches that Jesus died for everyones sins and that everyone is able to be saved if they will repent and turn to Christ. Limited atonement is non-Biblical doctrine. Cohn 3:16,17; Romans 5:8, 18; II Corinthians 5:14,15; 1 Timothy 2:4; 4:10; Hebrews 2:9; 10:29; II Peter 2:1; I John 2:2; 4:14. Irresistible grace is taught by some, who do not understand the concept, to mean that God drags people to Himself contrary to their wills. Actually, the Biblical view, and the view of most Calvinists, is the belief that God works on our wills so as to make us willing to surrender to Him. In other words, He makes us willing to come to Christ for salvation. Many Scriptures teach that a true believer is safe and secure in Christ, tha t salvation doesnt depend on our ability to keep ourselves, but on Gods ability to keep s. l John 5:11-13; John 10:28; Romans 5:1 and 8: 1). The only condition for salvation is faith in Christ Cohn 3:16; Acts 16:31; Romans 10:9). On the other hand, the Bible teaches us that we must abide in Christ Cohn 15; Luke 13:14; Colossians 1:29; II Timothy 2:5; Hebrews 6:4-6; I Peter 1:10) to persevere in salvation. Finding a Balance The truth of Gods Word flows between the extremes of Calvinism and Arminianism. Both Calvinism and Arminianism have truth in their argument, yet both contain error. Election and predestination are Biblical doctrines. God knows verything and therefore He cannot learn anything or be surprised by anything. He knows, and has known from eternity past, who will exercise their free will to accept Him and who will reject Him. The former are the elect, the latter are non-elect. Every person who is not saved will have only himself to blame; God doesnt send anyone to hell, people choose to go there by exercising their free will to reject Christ. On the other hand, no one who is saved will be able to take any of the credit. Our salvation is 100% Gods work, and is based entirely on the work of the Cross. We were ead in trespasses and sins, destined for hell, when God in His grace, drew us to Himself, convinced us of our sin and our need for a Savior, and allowed us to call Jesus Lord. God will do everything short of making humanity puppets in order for Him to draw us towards salvation but this does not mean that His grace is irresistible. The concept of a limited atonement, that Jesus only died for the elect, and not for the sins of all people, is clearly unbiblical. The Bible is very clear that Jesus death on the cross was for all people, and that there is sufficient power in His blood to cleanse way every sin. Whosoever will may come is meaningless if man has no free will and no ability to choose God. The question of whether or not a Christian can lose or walk away from salvation is academic. When a person who claims to be a Christian and shows some fruit of salvatlon turns nls DacK on ana llves tne IITe 0T a pagan, tne Armlnlan says ne was saved and is now not saved, while the Cal vinist would say that he was either never really saved to start with, or that he is severely backslidden, but his salvation is secure. Ultimately, no one knows the truth but God. The true believer in Christ never has to doubt his salvation. He can rest in the perfect assurance that God saved him and will keep him, and nothing will ever separate him from Gods love in time or eternity. We are secure in Christ, kept by the His loving grace. It is important to remember that both Calvinism and Arminianism are systems of theology devised by godly, devout, Bible-believing men. Both systems are based on the word of God, and both contain important elements of truth, but neither can be substituted for reading and believing the word of God. The New Testament church new nothing of either system, they simply believed what God had revealed in His word. The problem arises when it seems that some of what God has revealed contradicts something else He revealed. How can man be absolutely free and God absolutely sovereign and in control at the same time? How can salvation be entirely Gods work, yet simultaneously require the cooperation of men? These questions are ultimately unanswerable. The Bible teaches both the sovereignty of God and the free will of man. It teaches what appears to be unconditional perseverance in some places and conditional perseverance in others. The human mind can never understand the balance between these points because God is simply too big for us to understand. Both systems of theology emphasize one set of chapters or verses while ignoring or twisting another. We are not called to understand God, only to believe Him. We are free willed creations, responsible for our own sin, hopelessly lost. Jesus not only died for us, He drew us to Himself with love and grace. Jesus died for all of us and desires fellowship with all of us. Gods election excludes no one; Jesus atonement includes everyone. Its as if we are looking at two sides of the same coin. Election is Gods side, free will is our side. Rather than interpreting the Bible based on any theological or philosophical structure, we are to simply read and believe it. As we teach the Scriptures from Genesis to Revelation, verse by verse, in context, we will at times sound like devout Calvinists, preaching passages which emphasize Gods sovereignty, while at other times we will seem like Arminians, when we preach the passages which emphasize mans responsibility. The key is to find a balance to stay focused on the Word of God, and not become distracted by the doctrines of men.