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

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