The effectiveness of Polymer reinforced Concrete Masonry (CMU) Walls Essay

The effectiveness of Polymer reinforced Concrete Masonry (CMU) Walls as Compared to unreinforced CMU Walls - Essay Example Using of FRP composites have been viewed as a suitable and cost-effective way for strengthening URM. Seismic design in the USA is nearly completely grounded on the consideration that the structural system gives a flexible failure mode. Masonry walls strengthened by FRP actually have fragile failure modes as a result of the nature of the strengthening system itself. The idea explored in our research paper is the introduction of flexibility using some kind of hybrid strengthening system. We based our investigation on the experiments held by J.J. Myers and P. Carney (cited in Tumialan, 2005). The research study investigated the practicability of developing continuity between the FRP and the surrounding reinforced concrete frame system. In the paper, we evaluated strengthened URM wall's functioning using static tests as tools for our investigation. The authors whose works we used for the examination utilized 2 strengthening methods including the application of glass FRP (GFRP) laminates to the wall's surface and the installation of near surface mounted (NSM) GFRP rods. In both methods, the strengthening material was anchored to boundary members above and below the wall on some of the specimens in the research program. A shear retrofit, the effects of bond pattern, and the effects of FRP laminate strip width were also investigated in our paper. The development of continuity between the FRP materials and the surrounding framing system is important to improving the blast resistance of URM infill walls. Keywords: FRP strengthening; blast resistance; masonry wall retrofits; masonry wall connections. 1. INTRODUCTION 1.1. BACKGROUND Recent events in the world have attracted attention to the vulnerability and sustainability of buildings and infrastructure to acts of terrorism. Our infrastructure is vital to this nation's economy and way of life. Any damage to it would and has had drastic effects on our culture. Attacks may cause a variety of results ranging from minor building damage to complete structural failure and considerable loss of life. Some examples within the United States include the bombing of the Murrah Federal Building in Oklahoma City (1995) and the bombing and attacks on the World Trade Center in New York City (1993, 2001). Abroad, numerous attacks have been directed toward embassies, and suicide car bombers have been used to targetpopulated areas. In the cases where complete structural failure is not an issue, the dangers of flying debris have resulted in loss of life or injury to numerous civilians. Of particular concern are unreinforced masonry (URM) infill walls. Structural sys tems composed of a reinforced concrete (RC) framing system with URM infill walls makes up a significant portion of the building inventory in the United States and around the world. Since there is no reinforcement within these walls, they have little resistance to out-of-plane loads such as a blast load. As a result, an effort has been undertaken to examine retrofit methods that are feasible to enhance their out-of-plane resistance. One method of strengthening URM walls is the application of fiber reinforced polymers (FRP) to the surface of the wall to improve their performance. Today, FRP is considered an emerging technology. Its use began becoming

Public Essay Example | Topics and Well Written Essays - 500 words

Public - Essay Example According to Taylor scientific management as a set of techniques means that employers had to enforce scientific techniques on the workers when it came to their performance, selecting and training them in their tasks and even when planning the work each employee will perform. The philosophy part of scientific management is the belief held by managers that by enforcing the scientific methods to the employees, they will produce more, they will follow the instructions and tasks they have been given and in the end will be motivated enough to perform the tasks smoothly. The above matters because having the set techniques on how to perform the tasks in the workplace alone without having a belief that it will be possible to enforce these methods and tasks will not lead to production of results. The belief system acts as an assertion technique for the managers to ensure that they push their employees to work in order to produce results and benefit both the employees and the employer. Not all managers can enforce the tasks to their employees without having a set system and methodology plan that they should follow. This is therefore the reason why Taylor insists in his scientific management theory about having a set of techniques which act as a guideline for enforcement of tasks. Taylor argued that employees wanted the job in order to earn wages to sustain themselves and they therefore provided the required labor as they earned according to the amount of labor provided. The employers whose interest was to increase profits were able to do so by increasing the labor provided by the employees. The employees therefore provided cheap labor due to their desperation for work and the employers benefitted from this by having more production at less labor costs hence having a harmonized system. This should not be the case as the employees’ labor was being exploited to enrich the greedy and selfish employers. The employers took advantage of the fact that these employers who were

McNally and Geraerts Recovered Memory Proposal Analysis

McNally and Geraerts Recovered Memory Proposal Analysis Kaitlin Snapp Memory and Memory Disorders Reaction to McNally and Geraerts Recovered Memory Proposal McNally and Geraerts’s work, â€Å"Reaction to the Recovered Memory Debate† critically analyzes the previously proposed methods of recovering memories describing childhood sexual abuse (CSA). Finding fault in both existing theories, McNally and Garaerts suggest a third explanation for memories of CSA recovered years after the event. In the past, via the â€Å"repression interpretation,† scientists suggested that CSA memories are inaccessible until much later in life when it is psychologically safe to bring them to mind. On the contrary, the â€Å"false memories interpretation† suggests that CSA reports should be considered through a skeptical lens since traumatic emotional memories are usually thoroughly consolidated and frequently revisited. Therein, those memories that are called to mind via memory-recover methods such as hypnosis or guided imagery could likely be falsified. McNally and Geraerts challenge both existing analyses advocating instead the rol e of suppression, lack of retrieval cues, and affective association to explain gaps between CSA reflections and the time of the event for corroborated accounts. Accounts of CSA are of huge importance to the world of criminal law, child development and child protection. False memories of an occurrence of abuse can have major implications against the perpetrator or against the victim. A false memory of CSA that leads to prosecution of an innocent suspect undermines our nation’s justice system. On the other hand, a false memory that is presented and then proven wrong beyond reasonable doubt to the jury or judge can negatively affect future victims of true CSA, as they may not be viewed as credible. How then can psychologists help predict whether an account is true or false? The CSA accounts of most concern in this study were those that are presented years following the traumatic event. As stated before scientists usually believed these accounts were either, true (and just repressed) or false (and fabricated due to therapeutic priming). McNally and Geraerts suggest that delayed CSA accounts can be true, and yet not delayed due to repression, a concept of great controversy in clinical psychology due to little empirical support. Through studying ways a delayed retelling of a CSA memory maintains validity of its occurrence, court related factions may be better prepared to make a verdict on presumed cases of childhood sexual abuse. That will not only support our nation’s prosecution process but it will also support victim’s of CSA by encouraging them to share their experiences with the authorities. By their proposition, McNally and Geraerts concluded that CSA memories are suppressed rather than repressed, meaning the memories are not inaccessible to the victim, but rather heavily avoided in reflection of past events. They found this explanation plausible based on the idea that at the age of abuse, most victims were not able to understand the traumatic implications of the offense. A study of 27 corroborated accounts concluded that only 2 of the children being abused perceived the experience as traumatic. These two were, not surprisingly, the only two children to understand the sexual nature of the perpetrator’s activity at the time of the offense. The remaining 25 interviewed adults recognized the event at the time that it occurred as a little unordinary or uncomfortable, rather than traumatic. This explains why the memory may have been so easily dismissed. It also counters the argument that CSA memories shouldn’t be repressed due to their highly emotional nature. As a daycare associate last summer at a program for government-assisted homes, I witnessed the lack of understanding of a sexual offense against a young child. One of my nine-year old students registered halfway through the summer at the daycare where I worked. Her reasons, she explained in a very matter of fact, sematicized way, was because she had been raped twice in the past two months. First by her babysitter’s father and then her mother’s boyfriend, both known and trusted figures in her life. Due to HIPPA (Health Insurance Portability and Accountability Act) confidentiality regulations, I am not able to share much more on this case; however, I did recognize that the concern I held for the child’s well-being was much greater than that which she held for her own circumstances. She was hardly aware of how that sexual predation was a huge violation against her female rights. This tragic revelation makes it hard for me to agree with people who believe that CSA wo uld undoubtedly seem tragic to any child, despite their young age. What we fail to recognize, is that until sexuality is better understood through adolescence, children have difficulties discerning a â€Å"loving touch† from an â€Å"inappropriate touch†. Another argument supporting the credibility behind McNally and Geraerts’s third interpretation of CSA recovered memories is the lack of retrieval cues existing throughout the victim’s lifetime. McNally and Geraerts concluded that some people have better executive control of their memory than others, especially when it concerns emotionally negative recollections. This fact, paired with a lack of reminders of the abusive event, may very well account for the victim’s ability to suppress the memory. Additionally, McNally and Geraerts argued that throughout their lives, CSA victims may have previously recalled the experience but later when recalling it over again, they feel as though it is the first time they are remembering the event. This happens most often when the affective association of the event changes from subdued or accepted to terrified and ashamed. If the abuse memory first came to mind as a subtle recollection with minimal emotional links, it could have e asily been dismissed as a mundane afterthought. Then when it is re-remembered and taken in a more emotionally unsettling light, it will likely feel as though this spontaneous recollection is the first since the event. Both pieces of evidence support the possibility of suppression of CSA memories whose spontaneous retrievals corroboration rates are insignificantly different from those memories always maintained by victims (compare 37% to 43% respectively). A clear, and life like example of these two concepts delineated by McNally and Geraerts comes through Stephen Chbosky’s literary work â€Å"The Perks of Being a Wallflower†. In this piece, the protagonist Charlie was sexually abused by his beloved aunt at a very young age. Charlie could only spontaneously clarify these moments of trauma, however, when he faced specific retrieval cues. These included similar weather to a time when his aunt visited, witnessing his sister being abused by a boyfriend (a situation his aunt faced), the death of his aunt in a car accident, and Charlie’s first emotionally charged sexual experience with a friend he loved. Charlie did not need therapy to bring these memories out gradually; rather, he needed specific cues and an understanding of the events’ traumatic implications. The recollections were always accessible. The suggested third interpretation of CSA recovered memories described by McNally and Geraerts is well supported empirically and aligns with a high corroboration rate. It would be inappropriate to imply that all memories recovered via the â€Å"repression† or â€Å"false memories† methods are inaccurate; nevertheless, there is something to be said about a victim’s account that surfaces in McNally and Geraerts manner. The backing for this theory will hopefully allow court judges and jury members to make more informed and accurate decisions for or against the prosecution. When used in the appropriate way, these psychological discoveries can have profound effects on the legitimacy of our nation’s criminal justice system.

Differences Between Tom Sawyer And Huck Finn Essay -- Mark Twain essay

Huckleberry Finn and Tom Sawyer are Mark Twain's two most memorable characters. Tom Sawyer and Huck Finn experience a life of adventure in and out of role-play, weaving through danger with a childish disregard for personal well being. Even though they are quite alike due to age and hometown, their differences outweigh their similarities. Some of these differences include their upbringing, education, and morality. Tom's upbringing is typical for this time period. He belongs to a middle class family made up of himself, his Aunt Polly, and his half brother, Sid. Tom is obsessed with stories of heroes and villains. He spends his spare time trying to pull together a group of robbers made of the other boys in the neighborhood. Huck's father is a poor alcoholic who habitually beats his son when he is drunk. All their money goes to support his addiction. In The Adventures of Tom Sawyer, Huckleberry Finn and Tom Sawyer find $6000 and the Widow Douglas adopts Huck to "sivilize" him. The Widow's house is the only place where Huck lives as a human being. He wears nice clothes, eats well, and attends school and church on a regular basis. Growing up in a structured household, Tom has been forced to attend school ever since he reached the proper age to do so. Huck's only academic experience is when the Widow Douglas tries to civilize him after Tom and he finds the $6000 in a cave. She forces him to attend school and he learns how to read and write. He has been attending school for over ...

Rupture of Senses

â€Å"In a room full of business people, one would get information about which individuals were important, which were confident, which were sexually receptive, which in conflict, all through smell. The difference is that we don’t have a trigger response. We’re aware of smell, but we don’t automatically react in certain ways because of it, as most animals would.†Ã¢â‚¬â€œApparently something that words alone could not exactly describe, smell envelopes us in a way that it appears to be a sort of aura that we produce around us. In a room where people of different personalities, status, and position are thrown together, the difference in smell could be used to identify who is who.A rich person might smell of a very delicate and expensive fragrance whereas a commoner would have the natural bodily scent, unaltered by colognes or perfumes.â€Å"When a man gets involved with a woman for any length of time, his facial hair starts to grow faster than it did before. Women who are cloistered away from men (in a boarding school, say), enter puberty later than women who are around men.Mothers recognize the odor of their newborn children, and vice versa, so some doctors are experimenting with giving children bursts of their mothers’ odor, along with the anesthetic, during operations. Babies can smell their mother entering a room, even if they can’t see her.† (29)–Smell is always accompanied by much stronger pheromones that all members of the animal kingdom have. These pheromones are not only valuable for marking territories and leaving traces for other animals to find but it is also quite significant for humans. While human pheromones are not yet exactly identified, subconsciously, people can guess at the origin of a certain scent.This is particularly obvious when it concerns mother and child. It may be attributed to the fact that they spent nine months attached to each other that they have established such a strong bond. But smell is something that pretty resembles a fingerprint. And this certain â€Å"print† is what attract babies to their mothers and vice versa.Men, on the other hand, naturally find a female at certain points of their life. Having a woman or being involved with a woman perhaps increases or intensifies the effects of pheromones that it increases the production of hormones, in effect having the facial hairs grow more rapidly than usual.

Medical advancements in World War Two Essay

World War II brought death and destruction upon the world. On the other hand, it also opened doors for pioneering developments that commonly occur during such situations of high adversity. Some of the most important advancements took place in the field of medicine when the world was embroiled in World War II. As Dr. Ralph Major states, â€Å"An army is a vast laboratory of medical research where disease and injuries are seen on a far larger scale than in peacetime. Many improvements in the treatment of infections have come from experiences on the battlefield† (Major 52). Devastation in the war left countless soldiers and civilians with life threatening injuries and diseases. This devastation and destruction, led to the innovation of the three most important medicines in history namely Penicillin, Blood plasma and Sulfanilamide. These three innovations in the field of medicine helped save thousands of soldiers in World War II and are considered to be the most important medical advancements in the war. â€Å"Penicillin fought for the soldier as bravely as the soldier fought for his country† (www.lib.niu.edu). Out of the three innovations in medicine during World War II, penicillin undoubtedly was the most important. Penicillin was invented by Dr. Alexander Fleming in 1928 and was crucial in saving lives of soldiers on D-Day where stockpiles of penicillin were gathered in depots of England and were on hand in time for the Allied invasion of Germany (Rowland 32) . Operation Overload was the pivotal point of World War II because that was when the Allies took the offensive and attacked the German stronghold of Normandy Beach. It was estimated that 3000 lives were saved on that day with the use of Penicillin and by the time the war ended that number turned out to be over two million (www.historylearningsite.co.uk). These figures clearly show how useful penicillin was during the period of the war. Penicillin however was first seen in action in the Battle of Britain where air raids by the Luftwaffe left many civilians and soldiers wounded and the doctors needed more effective ways to treat burns (www.lib.niu.edu). Penicillin was needed in large numbers as it was the only way Britain could save their soldiers and civilians. Penicillin was also the first broad spectrum antibiotic ever created. It was first broad spectrum antibiotic because it cured various diseases such as: â€Å"hemolytic, streptococcus, gonorrhea, syphilis and it was a wonderful antibiotic for wounds and burns†Ã‚  (www.historystudycenter.com). All these diseases could be cured with the use of penicillin and displays how penicillin outnumbered any other medical advancement during World War II in the number of diseases it cured. Soldiers also felt more confident having penicillin in their pockets as they knew that no disease could affect them as long as they had penicillin. This passionate bond could be observed through posters from World War II saying â€Å"Thanks to Penicillin†¦He Will Come Home!!† which was used as propaganda in an attempt to diminish the fear of going to war on the home front (www.mcatmaster.com). Penicillin had motivated civilians to get involved in the war effort and was rightly called the war’s ‘wonder drug’ (www.abc.net/au). Penicillin had motivated the medical industry to expand and an accidental discovery more than sixty years ago in the laboratory of Alexander Fleming helped save countless lives during World War II. Blood Plasma was also an important medical advancement during World War II as when war was raged in Europe, blood was needed for the wounded troops and plasma was used to transfer blood to the wounded soldiers. It was invented by Dr. Charles Drew in 1938; he discovered it by separating the plasma from the whole blood and then refrigerating them separately (home.att.net/steinert.htm). They could then be combined up to a week later for a blood transfusion (www.history.amedd/army). Blood plasma could replace whole blood and this discovery played a major role in World War II where many countries experienced extreme casualties with a lot of bleeding, resulting in the huge losses of blood. Plasma was used to transfer blood as it served to keep satisfactory blood pressure and supply critical proteins and globulins (antibodies) to the wounded soldiers (www.usaaf.net/wwii). There were many uses of Plasma on the battlefield and on the whole, it helped keep a proper balance in the body which ma kes it one of the best innovations in medical history. The pressing demand for blood on the battlefields led to Britain organizing the International Transfusion Association in 1940 which collected blood (people donated blood) and turned it into blood plasma. This program collected, processed and transported 14,500 units of plasma to the allied armies and it was all done within five months (home.att.net/wwii.htm). Dr. Drew was an important member of the group and his scientific research helped revolutionize blood plasma  transfusion so that blood plasma could readily be given to wounded soldiers on the battlefield, which dramatically improved opportunities to save lives. Blood plasma could also be dried which made it very easy to transport, pack, store and the soldiers could also carry it around in their pockets (www.history.amedd/army). As mentioned in the ‘United States office of war’ newsreel â€Å"Soldiers in Normandy got the best medical care science could offer and plasma cheated death in cases of many soldiers† (www.concise.britannica.com). Soldiers received the most modern medical treatments on D-day in Normandy beach and blood transfusion of soldiers was sometimes done just behind the fighting army lines. Planes carried almost a ton of Plasma on that day to the beach which helped save approximately 900 soldiers (www.concise.britannica.com). All these miracles had been performed by blood plasma during WWII which offered the victims of war a glimmer of hope and saved massive amounts of people at Normandy Beach, truly making it a panacea that improved several aspects of life. â€Å"The Nazis discovered it. The allies won the war with it†¦This incredible discovery was Sulpha† (www.asm.org). Sulpha drugs or Sulfanilamide greatly affected the mortality rates during World War II, especially for the Allies and helped save thousands of soldiers and many important people. One of them was Winston Churchill who was the British premier in 1943. He had caught a fatal disease called contracted pneumonia and was on the verge of death. His physician had to give him M + B 693 sulfanamide to cure him and â€Å"there is little doubt that the novel Sulfa drug defeated the pneumonia and probably saved his life† (www.asm.org). His recovery was very important to the Allies as that was the time they were making plans for D-Day in which Britain had a major role. Approximately 140,000 allied soldiers carried a package of Sulfa powder (Sulfanilamide) on D-Day in their medical pouches and they were also taught how to immediately sprinkle sulfa powder on any open wound to prevent infection (elibrary.bigchalk.com). This evidence illustrates how important sulfanilamide was to every soldier in the war and all the countries were quick to realize its importance. At an outbreak of Meningitis in the French Foreign Legion in Nigeria, while sulfanilamide was available, there was an eleven percent mortality rate. But after the supply was exhausted, mortality climbed up to seventy five percent (Margotta 58). The mortality rates in  World War II would have been much higher if it were not for sulfanilamide and this incident is a clear depiction of what would have happened. In the United States in the early thirty’s, about hundred thousand people died annually of pneumonia, blood poisoning and cerebrospinal meningitis. Gonorrhea had afflicted some twelve million Americans which became a serious issue for the United States government (www.pubs.acs/org). These numbers however, decreased dramatically by the early 1940’s and much of the credit goes to Gerhard Domagk and his team of chemists who developed the very first sulfa drugs that could treat the diseases (mentioned earlier) and also opened up the door to modern medicines (www.pubs.acs/org). Sulfa drugs preceded penicillin by almost ten years as they first developed in 1932, so â€Å"they carried the main therapeutic burden in both military and civilian medicine during the war† (elibrary.bigchalk.com). They also proved extraordinarily fruitful as starting points for new drugs or classes of drugs, both for bacterial infections and for a number of important non-infectious diseases. The initial breakthrough in the 1930’s of sulfa drugs research is the stem today in the current search for the effective treatments for AIDS making it a truly revolutionary antibiotic. So, therefore Penicillin, Blood Plasma and Sulfanilamide were considered the most important medical innovations during World War II because of the tremendous impact they had in the war and the countless number of lives they saved. All of the medical advancements in World War Two went on to benefit society after the war had ended. Whether such developments would have occurred at the same pace in peace time will never be known. But the one very interesting thing here is that, medical advancements take place at such a rapid pace mainly because of a major war and the problem of the great number of casualties due to a major war is solved by medicine. Therefore, war and medicine are fatal partners and are very closely related but are not the same thing, as war causes the problems and medicine solves them. Citations/ ReferencesBooksMargotta, Roberto. History of Medicine. Britain: Hamlyn, 1996. Major, Ralph Hermon. Fatal Partners: War and disease. 3rd. London: Doran &Company, 1941. Rowland, John. The Penicillin Man: The story of Alexander Fleming. EightImpression. London: Lutherworth Press, 1969. WebsitesDixon, Bernard. â€Å"Sulfa’s True Signicance.† 11 Nov 2006. 26 May 2007. Kiefer, David. â€Å"Miracle Medicines.† Today’s Chemist at Work. AmericanChemical Society. 26 May 2007. Kendrick, Douglas. â€Å"Plasma equipment and Packaging.† Medical department U.SArmy. 06 June 2006. 26 May 2007. Mailer, John. â€Å"Penicillin: Medicine’s Wartime.† Illinois Periodicals Online atNorthern Illinois University. Illinois Periodicals Online. 26 May 2007. Nanney, James. â€Å"Aeromedical Evacuation.† The U.S army Air Force In WWII. 26 May 2007. Steinert, David. â€Å"The History of WWII medicine.† World War II: Combat Medic. 04 May 2002. 26 May 2007. Torok, Dr. Simon. â€Å"Maker of the Miracle Mould.† Howard Florey: The story. 26 May 2007. Trueman, Chris. â€Å"Medicine and World War Two.† WWII. 26 May 2007. DatabasesRoff, Sue. â€Å"The Technology of healing: A century of Medicne.† History StudyCenter. 2003. Helicon. 26 May 2007†³Sulfa Drug.† eLibrary. 12 Jan 2005. Encyclopedia Britannica. 26 May 2007. Primary SourcesWorld War II Poster. â€Å"Thanks to Penicillin†¦ He Will Come Home!!†U.S. Office of War Information newsreel. â€Å"Penicillin and plasma save lives.†Normandy, June-July 1944. National Archives, Washington, D.C.

10 Misplaced Modifier Examples

10 Misplaced Modifier Examples 10 Misplaced Modifier Examples 10 Misplaced Modifier Examples By Mark Nichol Misplaced modifier is the syntactical error of misplacing nonessential but supplemental information within a sentence. It is so common among professional writers as well as those who are not paid to write (or for whom writing is not a primary job responsibility) that it is easy to find multiple examples of such a mistake during one’s casual reading of news articles, as demonstrated by the collection of sentences from such sources in this post. Examples are followed by discussion of the error and one or more revisions. 10 Examples 1. Smith said his company won’t tolerate hate groups during his congressional testimony earlier this week. The implication is that the company will limit its intolerance to the duration of the session during which he gives testimony. Here, the sentence is rephrased to clarify that the intolerance is ongoing: â€Å"Smith said during his congressional testimony earlier this week that his company won’t tolerate hate groups.† 2. That’s how many would be needed to reach a two-thirds majority of 288 votes, assuming all Democrats vote â€Å"yes,† the margin required for a veto override. The syntax implies that the assumed Democratic-bloc vote is the margin, but the 288 votes (against the remaining votes) is the margin, so the phrase â€Å"assuming all Democrats vote ‘yes’† should be isolated as a parenthetical: â€Å"That’s how many would be needed to reach a two-thirds majority of 288 votes- assuming all Democrats vote ‘yes’- the margin required for a veto override.† However, because dashes imply an emphasis, this method seems obtrusive, so placing it in actual parentheses, which suggest subordination of the additional information, is better: â€Å"That’s how many would be needed to reach a two-thirds majority of 288 votes (assuming all Democrats vote ‘yes’), the margin required for a veto override.† This approach, however, is still distracting. Best yet, the parenthetical phrase can be moved to an earlier position in the sentence: â€Å"That’s how many would be needed, assuming all Democrats vote ‘yes,’ to reach a two-thirds majority of 288 votes, the margin required for a veto override.† 3. Lessons learned from preparation of the previous year’s statements should be addressed the following year (e.g., any issues encountered in applying new policies). The recommended action â€Å"should be addressed the following year† is the point of the sentence, so it should appear at the end, following the parenthesis: â€Å"Lessons learned from preparation of the previous year’s statements (e.g., any issues encountered in applying new policies) should be addressed the following year.† 4. That is where a technology committee can be useful- a smaller, focused board group working with management on long-term digital and innovation strategy. The portion of the sentence following the dash details what is meant by â€Å"technology committee,† so it should immediately follow that term: â€Å"That is where a technology committee- a smaller, focused board group working with management on long-term digital and innovation strategy- can be useful.† 5. An attack at the synagogue left eleven people dead, many of them elderly. â€Å"Many of them elderly,† as a phrase modifying people, should immediately follow that word, which also places the sentence’s key word, dead, at the end of the sentence, where it has the most impact: â€Å"An attack at the synagogue left eleven people, many of them elderly, dead.† 6. Information on each of these activities is available online, which will help will cultivate real-world experience building, hunting, and analyzing. The activities themselves, rather than the fact that information on each of them is available online, will be helpful in the cultivation of real-world experience, so the dependent clause, which describes that benefit, should immediately follow activities, not online: â€Å"Information on each of these activities, which will help will cultivate real-world experience building, hunting, and analyzing, is available online.† 7. Such systems can only screen those messages that contain a payment instruction. Misplacement of only in a sentence is rampant, especially in conversation, but in formal writing, the word should follow the verb it modifies. In this sentence, the syntax implies that the systems can screen but can do nothing else; the meaning is that they can screen a certain category of messages but no others, as reflected in this revision: â€Å"Such systems can screen only those messages that contain a payment instruction.† 8. Jones said he assumes Smith erased the messages on his phone, not a member of Smith’s staff, and he doesn’t know whether the texts can be recovered. The placement of the parenthetical here implies that the messages were erased and a person was not erased, but the point of the sentence is that Smith, rather than a member of his staff, did the erasing, as clarified here: â€Å"Jones said he assumes Smith, not a member of Smith’s staff, erased the messages on his phone, and he doesn’t know whether the texts can be recovered.† 9. Congress controls federal spending, not the president. This sentence implies that â€Å"federal spending† and â€Å"the president† are counterpoints (suggesting that Congress controls federal spending, but it doesn’t control the president); the following revision clarifies that it is Congress and â€Å"the president† that are parallel: â€Å"Congress, not the president, controls federal spending† (which means that Congress controls federal spending and the president does not). 10. We had known since 1866 that solid objects can reflect radio waves, thanks to German physicist Heinrich Hertz. The implication here is that we have Hertz to thank for the fact that solid objects can reflect radio waves. However, he is responsible not for the phenomenon, but for our awareness of it. The parenthetical can be reinserted into the sentence in any one of several places, but whatever position it takes, the sentence should end with the key information that solid objects can reflect radio waves: â€Å"We had known since 1866, thanks to German physicist Heinrich Hertz, that solid objects can reflect radio waves.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Spelling Test 1Ten Yiddish Expressions You Should KnowDealing With A Character's Internal Thoughts

Essay Sample on Corporate Culture in Companies

Essay Sample on Corporate Culture in Companies Recently a new phrase called the Corporate Culture has evolved and come to the forefront of the minds of many management teams when discussing marketing, research, organizing, and progress for their respected companies. The dictionary defines culture as â€Å"the act of developing intellectual and moral faculties, especially through education†. Companies further define culture as â€Å"the moral, social, and behavioral norms of an organization based on the beliefs, attitudes, and priorities of its members†. All companies are different in their beliefs, attitudes, and priorities and most do not consciously plan to develop a certain culture. It develops unconsciously usually based upon the thoughts and ideas of the upper brass or founders of the company. Successful companies adopt strategies to strengthen their corporate culture in order to run effectively and efficiently. Hewlett Packard developed and implemented â€Å"the HP Way† program to inform employees and customers of their culture. Developing a corporate culture starts with the hiring of employees. Companies seek strong, hard-working, enthusiastic employees that believe in the company’s mission and will help the company succeed. Positive, intelligent, and dedicated employees can make the company progress as quickly as negative, unqualified, and lazy employees can falter an organization. With the proper work environment and some guidance from a team oriented management staff, the employees can start to form the company’s culture. The staff’s demeanor and attitude are vital attributes to look at and monitor. They are essential attributes which can tell customers volumes about a company. From the way an employee dresses and acts to the tidiness of the workplace, how a company is judged is usually from its appearance. The visual aspect is a large part of a company’s culture as well as its structure. Behavior rules and boundaries have to be clearly communicated and understood by all in order to solidify a working and positive culture. With most companies adopting a wide variety of staff from various cultures, backgrounds, experiences, sometimes rules are misinterpreted or completely forgotten. Management has to communicate often with their staff to clear up any confusion. A well informed and knowledgeable staff leads to a concrete corporate culture. Looking at one’s corporate culture also lends itself to analyzing how the customer can be served better. This gap can be filled possibly by remolding the attitudes of the staff or reshaping selection criteria of new hirees or management. Thinking of the ideal and matching that with an honest examination of the current company culture may help fill the gap or tear down the roadblock which impedes progress. All of these ideas relate to how companies approach and deal with customers and the community. Customers and the community make up the backbone to any company. Without customers or community support, a company would lose money and eventually would have to shut down. Only by making customers happy and developing a positive community image can a company grow and prosper. The corporate culture of a company projects its image every time a transaction is made, whether monetary, charitable, or otherwise. As stated previously, image is everything and everybody is looking, all the time. A shiny image with an impeccable record with the community will sell product and keep customers and clients coming. Moral business practices, selective hiring, detailed training, and a clean appearance are steps leading to success. The recognition and importance of corporate culture is growing everyday as the effect of several points. The more hands-on management style that many companies are adopting allows employees to make more decisions and act like owners. Many companies allow flexible work schedules and business-casual environments. Also the development of work teams and group activities with a wide cultural base highlight the significance of corporate culture. Organizations may need to change their corporate culture very quickly due to an ever changing industry. It can be done with some careful planning, but some values and beliefs should be non-negotiable. These should be reflected in the company’s mission statement and must stand tall without any bending. Corporate culture is an idea that cannot be easily ignored or dismissed for if a company wishes to be financially successful, have a positive reputation, and be in good standing in the community, companies need to shift their focus to building a solid corporate culture.

Ch8 Test Bank

b. The probability for any individual value of a continuous random variable is zero, but for discrete random variables it is not. c. Probability for continuous random variables means finding the area under a curve, while for discrete random variables it means summing individual probabilities. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 2. Which of the following is always true for all probability density functions of continuous random variables? a. The probability at any single point is zero. b. They contain an uncountable number of possible values. c. The total area under the density function f(x) equals 1. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 3. Suppose f(x) = 0. 25. What range of possible values can X take on and still have the density function be legitimate? a. [0, 4] b. [4, 8] c. [? 2, +2] d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 4. The probability density function, f(x), for any continuous random variable X, represents: a. ll possible values that X will assume within some interval a ? x ? b. b. the probability that X takes on a specific value x. c. the height of the density function at x. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 5. Which of the following is true about f(x) when X has a uniform distribution over the interval [a, b]? a. The values of f(x) are different for various values of the random variable X. b. f(x) equals one for each possible value of X. c. f(x) equals one divided by the length of the interval from a to b. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 6. The probability density function f(x) for a uniform random variable X defined over the interval [2, 10] is a. 0. 125 b. 8 c. 6 d. None of these choices. ANS:APTS:1REF:SECTION 8. 1 7. If the random variable X has a uniform distribution between 40 and 50, then P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. undefined. ANS:BPTS:1REF:SECTION 8. 1 8. The probability density function f(x) of a random variable X that has a uniform distribution between a and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these choices. ANS:DPTS:1REF:SECTION 8. 1 9. Which of the following does not represent a continuous uniform random variable? . f(x) = 1/2 for x between ? 1 and 1, inclusive. b. f(x) = 10 for x between 0 and 1/10, inclusive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these choices represents a continuous uniform random variable. ANS:CPTS:1REF:SECTION 8. 1 10. Suppose f(x) = 1/4 over the range a ? x ? b, and suppose P(X 4) = 1/2. What are the values for a and b? a. 0 and 4 b. 2 and 6 c. Can be any range of x values whose length (b ? a) equals 4. d. Cannot answer with the information given. ANS:BPTS:1REF:SECTION 8. 1 11. What is the shape of the probability density function for a uniform random variable on the interval [a, b]? a. A rectangle whose X values go from a to b. b. A straight line whose height is 1/(b ? a) over the range [a, b]. c. A continuous probability density function with the same value of f(x) from a to b. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A continuous probability distribution represents a random variable having an infinite number of outcomes which may assume any number of values within an interval. ANS:TPTS:1REF:SECTION 8. 1 13. Continuous probability distributions describe probabilities associated with random variables that are able to assume any finite number of values along an interval. ANS:FPTS:1REF:SECTION 8. 1 14. A continuous random variable is one that can assume an uncountable number of values. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is an infinite number of values a continuous random variable can assume, the probability of each individual value is virtually 0. ANS:TPTS:1REF:SECTION 8. 1 16. A continuous random variable X has a uniform distribution between 10 and 20 (inclusive), then the probability that X falls between 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A continuous random variable X has a uniform distribution between 5 and 15 (inclusive), then the probability that X falls between 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A continuous random variable X has a uniform distribution between 5 and 25 (inclusive), then P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We distinguish between discrete and continuous random variables by noting whether the number of possible values is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. In practice, we frequently use a continuous distribution to approximate a discrete one when the number of values the variable can assume is countable but very large. ANS:TPTS:1REF:SECTION 8. 1 21. Let X represent weekly income expressed in dollars. Since there is no set upper limit, we cannot identify (and thus cannot count) all the possible values. Consequently, weekly income is regarded as a continuous random variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a legitimate probability density function, all possible values of f(x) must be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be a legitimate probability density function, all possible values of f(x) must lie between 0 and 1 (inclusive). ANS:FPTS:1REF:SECTION 8. 1 24. The sum of all values of f(x) over the range of [a, b] must equal one. ANS:FPTS:1REF:SECTION 8. 1 25. A probability density function shows the probability for each value of X. ANS:FPTS:1REF:SECTION 8. 1 26. If X is a continuous random variable on the interval [0, 10], then P(X 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. If X is a continuous random variable on the interval [0, 10], then P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. If a point y lies outside the range of the possible values of a random variable X, then f(y) must equal zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ random variable is one that assumes an uncountable number of possible values. ANS:continuous PTS:1REF:SECTION 8. 1 30. For a continuous random variable, the probability for each individual value of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Probability for continuous random variables is found by finding the ____________________ under a curve. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ random variable has a density function that looks like a rectangle and you can use areas of a rectangle to find probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. Suppose X is a continuous random variable for X between a and b. Then its probability ____________________ function must non-negative for all values of X between a and b. ANS:density PTS:1REF:SECTION 8. 1 34. The total area under f(x) for a continuous random variable must equal ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The probability density function of a uniform random variable on the interval [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To find the probability for a uniform random variable you take the ____________________ times the ____________________ of its corresponding rectangle. ANS: base; height height; base length; width width; length PTS:1REF:SECTION 8. 1 37. You can use a continuous random variable to ____________________ a discrete random variable that takes on a countable, but very large, number of possible values. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A continuous random variable X has the following probability density function: f(x) = 1/4, 0 ? x ? 4 Find the following probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 Waiting Time The length of time patients must wait to see a doctor at an emergency room in a large hospital has a uniform distribution between 40 minutes and 3 hours. 39. {Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. {Waiting Time Narrative} What is the probability that a patient would have to wait between one and two hours? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time Narrative} What is the probability that a patient would have to wait exactly one hour? ANS: 0 PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the probability that a patient would have to wait no more than one hour? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time required to complete a particular assembly operation has a uniform distribution between 25 and 50 minutes. a. What is the probability density function for this uniform distribution? b. What is the probability that the assembly operation will require more than 40 minutes to complete? c. Suppose more time was allowed to complete the operation, and the values of X were extended to the range from 25 to 60 minutes. What would f(x) be in this case? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Suppose f(x) equals 1/50 on the interval [0, 50]. a. What is the distribution of X? b. What does the graph of f(x) look like? c. Find P(X ? 25) d. Find P(X ? 25) e. Find P(X = 25) f. Find P(0 X 3) g. Find P(? 3 X 0) h. Find P(0 X 50) ANS: a. X has a uniform distribution on the interval [0, 50]. b. f(x) forms a rectangle of height 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00 PTS:1REF:SECTION 8. 1 Chemistry Test The time it takes a student to finish a chemistry test has a uniform distribution between 50 and 70 minutes. 45. {Chemistry Test Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {Chemistry Test Narrative} Find the probability that a student will take more than 60 minutes to finish the test. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the probability that a student will take no less than 55 minutes to finish the test. ANS: 0. 75 PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrative} Find the probability that a student will take exactly one hour to finish the test. ANS: 0 PTS:1REF:SECTION 8. 1 49. {Chemistry Test Narrative} What is the median amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 50. {Chemistry Test Narrative} What is the mean amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 Elevator Waiting Time In a shopping mall the waiting time for an elevator is found to be uniformly distributed between 1 and 5 minutes. 1. {Elevator Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/4, 1 ? x ? 5 PTS:1REF:SECTION 8. 1 52. {Elevator Waiting Time Narrative} What is the probability of waiting no more than 3 minutes? ANS: 0. 50 PTS:1REF:SECTION 8. 1 53. {Elevator Waiting Time Narrative} What is the probability that the elevator arrives in the first minute and a half? ANS: 0. 125 PTS:1REF:SECTION 8. 1 54. {Elevator Waiting Time Narrative} What is the median waiting time for this elevator? ANS: 3 minutes PTS:1REF:SECTION 8. 1 Ch8 Test Bank b. The probability for any individual value of a continuous random variable is zero, but for discrete random variables it is not. c. Probability for continuous random variables means finding the area under a curve, while for discrete random variables it means summing individual probabilities. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 2. Which of the following is always true for all probability density functions of continuous random variables? a. The probability at any single point is zero. b. They contain an uncountable number of possible values. c. The total area under the density function f(x) equals 1. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 3. Suppose f(x) = 0. 25. What range of possible values can X take on and still have the density function be legitimate? a. [0, 4] b. [4, 8] c. [? 2, +2] d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 4. The probability density function, f(x), for any continuous random variable X, represents: a. ll possible values that X will assume within some interval a ? x ? b. b. the probability that X takes on a specific value x. c. the height of the density function at x. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 5. Which of the following is true about f(x) when X has a uniform distribution over the interval [a, b]? a. The values of f(x) are different for various values of the random variable X. b. f(x) equals one for each possible value of X. c. f(x) equals one divided by the length of the interval from a to b. d. None of these choices. ANS:CPTS:1REF:SECTION 8. 1 6. The probability density function f(x) for a uniform random variable X defined over the interval [2, 10] is a. 0. 125 b. 8 c. 6 d. None of these choices. ANS:APTS:1REF:SECTION 8. 1 7. If the random variable X has a uniform distribution between 40 and 50, then P(35 ? X ? 45) is: a. 1. 0 b. 0. 5 c. 0. 1 d. undefined. ANS:BPTS:1REF:SECTION 8. 1 8. The probability density function f(x) of a random variable X that has a uniform distribution between a and b is a. (b + a)/2 b. 1/b ? 1/a c. (a ? b)/2 d. None of these choices. ANS:DPTS:1REF:SECTION 8. 1 9. Which of the following does not represent a continuous uniform random variable? . f(x) = 1/2 for x between ? 1 and 1, inclusive. b. f(x) = 10 for x between 0 and 1/10, inclusive. c. f(x) = 1/3 for x = 4, 5, 6. d. None of these choices represents a continuous uniform random variable. ANS:CPTS:1REF:SECTION 8. 1 10. Suppose f(x) = 1/4 over the range a ? x ? b, and suppose P(X 4) = 1/2. What are the values for a and b? a. 0 and 4 b. 2 and 6 c. Can be any range of x values whose length (b ? a) equals 4. d. Cannot answer with the information given. ANS:BPTS:1REF:SECTION 8. 1 11. What is the shape of the probability density function for a uniform random variable on the interval [a, b]? a. A rectangle whose X values go from a to b. b. A straight line whose height is 1/(b ? a) over the range [a, b]. c. A continuous probability density function with the same value of f(x) from a to b. d. All of these choices are true. ANS:DPTS:1REF:SECTION 8. 1 TRUE/FALSE 12. A continuous probability distribution represents a random variable having an infinite number of outcomes which may assume any number of values within an interval. ANS:TPTS:1REF:SECTION 8. 1 13. Continuous probability distributions describe probabilities associated with random variables that are able to assume any finite number of values along an interval. ANS:FPTS:1REF:SECTION 8. 1 14. A continuous random variable is one that can assume an uncountable number of values. ANS:TPTS:1REF:SECTION 8. 1 15. Since there is an infinite number of values a continuous random variable can assume, the probability of each individual value is virtually 0. ANS:TPTS:1REF:SECTION 8. 1 16. A continuous random variable X has a uniform distribution between 10 and 20 (inclusive), then the probability that X falls between 12 and 15 is 0. 30. ANS:TPTS:1REF:SECTION 8. 1 17. A continuous random variable X has a uniform distribution between 5 and 15 (inclusive), then the probability that X falls between 10 and 20 is 1. . ANS:FPTS:1REF:SECTION 8. 1 18. A continuous random variable X has a uniform distribution between 5 and 25 (inclusive), then P(X = 15) = 0. 05. ANS:FPTS:1REF:SECTION 8. 1 19. We distinguish between discrete and continuous random variables by noting whether the number of possible values is countable or uncountable. ANS:TPTS:1REF:SECTION 8. 1 20. In practice, we frequently use a continuous distribution to approximate a discrete one when the number of values the variable can assume is countable but very large. ANS:TPTS:1REF:SECTION 8. 1 21. Let X represent weekly income expressed in dollars. Since there is no set upper limit, we cannot identify (and thus cannot count) all the possible values. Consequently, weekly income is regarded as a continuous random variable. ANS:TPTS:1REF:SECTION 8. 1 22. To be a legitimate probability density function, all possible values of f(x) must be non-negative. ANS:TPTS:1REF:SECTION 8. 1 23. To be a legitimate probability density function, all possible values of f(x) must lie between 0 and 1 (inclusive). ANS:FPTS:1REF:SECTION 8. 1 24. The sum of all values of f(x) over the range of [a, b] must equal one. ANS:FPTS:1REF:SECTION 8. 1 25. A probability density function shows the probability for each value of X. ANS:FPTS:1REF:SECTION 8. 1 26. If X is a continuous random variable on the interval [0, 10], then P(X 5) = P(X ? 5). ANS:TPTS:1REF:SECTION 8. 1 27. If X is a continuous random variable on the interval [0, 10], then P(X = 5) = f(5) = 1/10. ANS:FPTS:1REF:SECTION 8. 1 28. If a point y lies outside the range of the possible values of a random variable X, then f(y) must equal zero. ANS:TPTS:1REF:SECTION 8. 1 COMPLETION 29. A(n) ____________________ random variable is one that assumes an uncountable number of possible values. ANS:continuous PTS:1REF:SECTION 8. 1 30. For a continuous random variable, the probability for each individual value of X is ____________________. ANS: zero 0 PTS:1REF:SECTION 8. 1 31. Probability for continuous random variables is found by finding the ____________________ under a curve. ANS:area PTS:1REF:SECTION 8. 1 32. A(n) ____________________ random variable has a density function that looks like a rectangle and you can use areas of a rectangle to find probabilities for it. ANS:uniform PTS:1REF:SECTION 8. 1 33. Suppose X is a continuous random variable for X between a and b. Then its probability ____________________ function must non-negative for all values of X between a and b. ANS:density PTS:1REF:SECTION 8. 1 34. The total area under f(x) for a continuous random variable must equal ____________________. ANS: 1 one PTS:1REF:SECTION 8. 1 35. The probability density function of a uniform random variable on the interval [0, 5] must be ____________________ for 0 ? x ? 5. ANS: 1/5 0. 20 PTS:1REF:SECTION 8. 1 36. To find the probability for a uniform random variable you take the ____________________ times the ____________________ of its corresponding rectangle. ANS: base; height height; base length; width width; length PTS:1REF:SECTION 8. 1 37. You can use a continuous random variable to ____________________ a discrete random variable that takes on a countable, but very large, number of possible values. ANS:approximate PTS:1REF:SECTION 8. 1 SHORT ANSWER 38. A continuous random variable X has the following probability density function: f(x) = 1/4, 0 ? x ? 4 Find the following probabilities: a. P(X ? 1) b. P(X ? 2) c. P(1 ? X ? 2) d. P(X = 3) ANS: a. 0. 25 b. 0. 50 c. 0. 25 d. 0 PTS:1REF:SECTION 8. 1 Waiting Time The length of time patients must wait to see a doctor at an emergency room in a large hospital has a uniform distribution between 40 minutes and 3 hours. 39. {Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/140, 40 ? x ? 180 (minutes) PTS:1REF:SECTION 8. 1 40. {Waiting Time Narrative} What is the probability that a patient would have to wait between one and two hours? ANS: 0. 43 PTS:1REF:SECTION 8. 1 41. {Waiting Time Narrative} What is the probability that a patient would have to wait exactly one hour? ANS: 0 PTS:1REF:SECTION 8. 1 42. {Waiting Time Narrative} What is the probability that a patient would have to wait no more than one hour? ANS: 0. 143 PTS:1REF:SECTION 8. 1 43. The time required to complete a particular assembly operation has a uniform distribution between 25 and 50 minutes. a. What is the probability density function for this uniform distribution? b. What is the probability that the assembly operation will require more than 40 minutes to complete? c. Suppose more time was allowed to complete the operation, and the values of X were extended to the range from 25 to 60 minutes. What would f(x) be in this case? ANS: a. f(x) = 1/25, 25 ? x ? 50 b. 0. 40 c. f(x) = 1/35, 25 ? x ? 60 PTS:1REF:SECTION 8. 1 44. Suppose f(x) equals 1/50 on the interval [0, 50]. a. What is the distribution of X? b. What does the graph of f(x) look like? c. Find P(X ? 25) d. Find P(X ? 25) e. Find P(X = 25) f. Find P(0 X 3) g. Find P(? 3 X 0) h. Find P(0 X 50) ANS: a. X has a uniform distribution on the interval [0, 50]. b. f(x) forms a rectangle of height 1/50 from x = 0 to x = 50. c. 0. 50 d. 0. 50 e. 0 f. 0. 06 g. 0. 06 h. 1. 00 PTS:1REF:SECTION 8. 1 Chemistry Test The time it takes a student to finish a chemistry test has a uniform distribution between 50 and 70 minutes. 45. {Chemistry Test Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/20, 50 ? x ? 70 PTS:1REF:SECTION 8. 1 46. {Chemistry Test Narrative} Find the probability that a student will take more than 60 minutes to finish the test. ANS: 0. 50 PTS:1REF:SECTION 8. 1 47. {Chemistry Test Narrative} Find the probability that a student will take no less than 55 minutes to finish the test. ANS: 0. 75 PTS:1REF:SECTION 8. 1 48. {Chemistry Test Narrative} Find the probability that a student will take exactly one hour to finish the test. ANS: 0 PTS:1REF:SECTION 8. 1 49. {Chemistry Test Narrative} What is the median amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 50. {Chemistry Test Narrative} What is the mean amount of time it takes a student to finish the test? ANS: 60 minutes PTS:1REF:SECTION 8. 1 Elevator Waiting Time In a shopping mall the waiting time for an elevator is found to be uniformly distributed between 1 and 5 minutes. 1. {Elevator Waiting Time Narrative} What is the probability density function for this uniform distribution? ANS: f(x) = 1/4, 1 ? x ? 5 PTS:1REF:SECTION 8. 1 52. {Elevator Waiting Time Narrative} What is the probability of waiting no more than 3 minutes? ANS: 0. 50 PTS:1REF:SECTION 8. 1 53. {Elevator Waiting Time Narrative} What is the probability that the elevator arrives in the first minute and a half? ANS: 0. 125 PTS:1REF:SECTION 8. 1 54. {Elevator Waiting Time Narrative} What is the median waiting time for this elevator? ANS: 3 minutes PTS:1REF:SECTION 8. 1

Differentiating for Learning Profile Essay Example | Topics and Well Written Essays - 1250 words

Differentiating for Learning Profile - Essay Example Also, other ways include verbalizing the content, creating logical understanding, kinesthetic understanding, interpersonal understanding, intrapersonal understanding and, finally, naturalizing the content (Mulligan, 2005). These are just some of the broad ways students can be grouped in classes. With regards to students who understand the content through creating rhythms, educators should encourage them to sing what they are taught or create a beat about the content (Mulligan, 2005). Also, creating cheers, jingles and humming sounds will enable a student to remember what he or she was taught. Students who understand what they are taught through verbalizing the content could be encouraged to read it, spell the content, write it and listen to content. Students who, on the other hand, understand the content through visualizing it should be offered graphic organizers, color codes, videos or charts in order to understand the content fully. Students who kinesthetically understand things sh ould be encouraged to role-play the content (Mulligan, 2005). This is through assuming that the student is, in fact, the content being discussed. Finally, a student who understands the content through naturalizing it should label the content. They should also categorize the content and identify it (Mulligan, 2005). ... Others speak English as a second language while some may be talented and gifted. Still others might struggle with mental, physical, emotional or behavioral challenges. It is, therefore, vital to plan a classroom that can incorporate all these types of students (Rose & Meyer, 2006). In order for educators to create a classroom that incorporates all types of students, it is essential for them to use interactive whiteboards in their classrooms. Interactive whiteboards are specially designed to engage a broad variety of learners in the learning process. Interactive whiteboards support all of the three principles and philosophies of universal learning (Rose & Meyer, 2006). Interactive whiteboards offer teachers or educators numerous ways of presenting information, to their students, using interactive images, text, video files and sound and, hence, engage a wide range of learners. Students or learners can use the same elements of the product to reveal their understanding of the content. To uch-sensitive boards particularly offer numerous options for interacting with displayed content, including finger, pen tool and other object (Rose & Meyer, 2006). Furthermore, interactive whiteboards captivate students of the digital age. This is because interactive whiteboards increase a student’s time and access to digital resources. This technique ensures that students, no matter the duration of the lesson, understand everything that is taught. This is because it offers all the techniques that diverse students use in understanding (Rose & Meyer, 2006). Furthermore, interactive whiteboards will assist students understand matters even better as it used all the techniques of teaching. Question 3 Educators recognize

Reward Managment Assignment Example | Topics and Well Written Essays - 2500 words

Reward Managment - Assignment Example To motivate employees, Armstrong and Baron (2004) argue that the director needs to introduce a contingent pay. This would entail establishing performance objectives for each employee and compensating them depending on the achievement of the objectives. This implies that employees will receive for instance 15% of basic pay as a contingent pay. In this way, the employees will not only be motivated but also they will improve their performance with an aim of getting promotion and receiving high contingency pay. Additionally, I suggest that the director introduces annual cash bonuses. This would entail evaluation of the bank employees by the mangers as well as customers followed by rewarding the high performing workers with cash bonuses that would be given during end of year parties. In the same way, it is essential for the director to establish a ratio that would be adopted in rewarding the employees by use of company shares. For example, during issue of shares, employees who have served the company for a long time might be given 10 more shares for every 100 shares they have (Perkins and White, 2010). In the same way, the bank can adopt profit sharing plan as a reward. However, this should involve prior communication with the employees on the ramifications of economic downturn on the profit sharing plan (Armstrong, 2002). In this way, the resentment and the backlash that would demotivate the employees will be highly avoided. Flexible benefits policy For the purpose of making the employees feel part and parcel of the London and Provincial Bank as well as strengthening the employee-employer relationship, a flexible benefit policy should be introduced. This way,... This paper approves that despite the fact that all rewards are geared towards improving the performance of the employees and increasing the profitability of the bank, Thorpe and Gill argues that it is vital to sequence the manner in which they are implemented. Based on the resources that are at the exposure of the bank, it is my view that the bank first implements the non-financial rewards before adopting the financial rewards. This essay comes to the conclusion that attaining employee’s motivation is a goal of every firm either operating locally or internationally. Financial rewards are not the only factors that motivate employees. To ensure that workers are part and parcel of the company, firm such as London and Provincial Bank are now focused at looking at employees at an individual level. As a major step, the company has established the post of Director of Rewards an indication that the bank is focused at retaining a productive workforce to outdo its competitors in the UK market. Based on the Towers Perrin model, the director is focused at implementing a new rewarding policy that will transform the current rewarding arrangements thus empowering the bank employees. Some of the major policies that I have suggested to the director to make his rewarding arrangements successful include effective pay structure and pay arrangements, flexible benefits policy, providing employees with total remuneration s tatements, sequencing the development of the rewards, involvement of human resources managers as well as bank auditors.

Consumerism and Car Design Essay Example | Topics and Well Written Essays - 6000 words

Consumerism and Car Design - Essay Example es to â€Å"status anxiety† leads to the idea that the admission of ones mortality puts into perspective elements of status, such as careers, possessions, appearance and fame.2 A need for material possessions represents an attempt to gain approval and acceptance. It is a tangible means for people to compensate for their insecurities and doubts about self-worth. The intricate psychological reasoning for these insecurities is as varied as the individuals themselves. Life experiences that frustrate the fulfillment of people’s basic needs such as independence, competence and interrelationships result in feelings that lead to differing levels of materialistic pursuits. This tendency is especially heightened under the current atmosphere of cultural consumerism.3 To deal with cultural pressures and their effects, people may resort to what psychologist term as compensatory consumption. That is, consuming even more to feel better. â€Å"This is ironic because this additional co nsumption often stems from the culture of consumerism itself.†4 We, in effect, buy a lifestyle. Brands help turn perceptions into reality, thus encouraging purchases based on fashion and peer/social pressures in order to fit in.5 The market has positioned the most physical of products such as cars, in ways that provide a kind of healing to consumers. Consumers have been drawn into a self-willed daze by an assault of feel-better-about-yourself advertising.6 There are few more powerful desires than the desire to be treated with respect. We long for status and dread humiliation. Status refers to one’s value and importance in the eyes of the world and is awarded in relation to financial achievement. Status brings feelings of significance and sense of value that others convey in admiration of ones possessions and by extension, the owner. The purchase of what we perceive others believe as beautiful possessions enable us to feel significant and worthwhile, at least for a short time. Cars,

Telomeres and Tumors Paper Research Example | Topics and Well Written Essays - 2000 words

Telomeres and Tumors - Research Paper Example At one time, the DNA at the ends of chromosomes seemed to be static. Yet in most organisms that have been studied, the tips, called telomeres, are actually ever changing; they shorten and lengthen repeatedly† (Glieder and Blackburn). Since the past fifteen years, there have been remarkable findings, with respect to this change. Getting to the specifics, it has led to the discovery of theastonishing enzyme, telomerase that acts on telomeres and is considered a pre requisite for the maintenance of cancer in human being. Geneticists, Barbara McClintock, of University of Missouri at Columbia, and Hermann J. Muller, from the University of Edinburgh, are credited with having done extensive work on the intricate subjects of telomeres and telomerase. These scientists workedunconnectedly and with dissimilar organisms, however both of them realized that chromosomes were stabilized by a special component on their ends. â€Å"Muller coined the term telomere, from the Greek for end (telos) and part (meros). McClintock noted that without these end caps, chromosomes stick to one another, undergo structural changes and misbehave in other ways. These activities threaten the survival and faithful replication of chromosomes and, consequently, of the cells housing them.† (Glieder and Blackburn). ... â€Å"The observed heterogeneity led Blackburn, who had moved to the University of California at Berkeley, Jack W. Szostak of Harvard University and Janis Shampay of Berkeley to propose a new solution to what has been called the end-replication problem† (Glieder and Blackburn). â€Å"In 1972 James D. Watson, working at both Harvard and Cold Spring Harbor Laboratory, noted that DNA polymerases, the enzymes that replicate DNA, could not copy linear chromosomes all the way to the tip. Hence, the replication machinery had to leave a small region at the end (a piece of the telomere) un-copied.† (Glieder and Blackburn). Theoretically, if the cells were unable to reimburse for this fluke, chromosomes would decrease in their respective lengths, with each level of mitosis. The corrosion henceforth eradicating the telomeres and perilous genes in some group of the cells. The variations in the length of telomere, for the scientists, were an indicator that cells uphold telomeres at a constant size, or at least they try to. The telomeres decrease in length during mitosis, but their length also increases as freshly formed subunits attach themselves to them. â€Å"The researchers suspected that the source of these additional repeats was some undiscovered enzyme capable of a trick that standard DNA polymerases could not perform.† (Glieder and Blackburn). â€Å"When cells replicate their chromosomes, which consist of two strands of DNA twisted around each other, they begin by separating the double helix. The polymerases use each of these parentstrands as a template for constructing a new partner. The special enzyme the workers envisioned would be able to build extensions to single strands of DNA from scratch, without benefit of an existing DNA template.† (Glieder

Law Evidence Case Study Example | Topics and Well Written Essays - 3000 words

Law Evidence - Case Study Example So although Dennis states that we could include inadmissible evidence, it does not in essence be correct with the system in its fairness. However, Osborn argues that since the courts have been unwilling to set down guidelines as far as the interpretation of the section on improperly obtained evidence therefore we "are left to analyze the case law in order to predict in what circumstances the discretion may arise (1). Here the argument supports Dennis'claim that this form of retrieving evidence can never be lawful since we are left to decide the accused outcome based confessions, which arguably would have been excluded at common law in any event, on account of their inherent unreliability (Osborn,76). Evidence obtained in this fashion suggest quite evidently as Dennis stated they lack the moral functions even though it is evidence but we still have to uphold the law. In R v Nathaniel the accused had given a blood sample four years earlier when being investigated for two other rapes. The police had told him that the sample would be destroyed if he was found not guilty of those crimes. When due to an administrative error it was not, and was later used to convict him of a third unrelated rape, the Court of Appeal excluded the evidence."(Osborn,82) There is the universal issue of justice and fairness to both parties in the trial . English judges are not prompt to exclude real evidence which has been illegally obtained (Osborn, 78). There i s considerable favoritism that the courts have a right to every piece of evidence that could likewise tip the scales in favor.(78) The court decides whether they want to make the evidence legally feasible or dismiss it altogether. Their decision though fair in its essence lacks lacks the justice put forth by Ian Dennis for the outcome as to the verdict."Equating a criminal trial to a sporting match which has no correct outcome and only an actual one, demeans the court process and necessitates forsaking the central purpose of the trial-the just determination of guilt or innocence."(Osborn, 80) So in the bargain when you obtain a conviction it can never be legal because of the type of evidence involved. Andrew Choo gave us three possible reasons behind exclusion of illegally obtained evidence on the grounds of unfairness-deterrence, compensation and repute.(Osborn,97). So in the meantime these hinder reliability, protection (which includes compensation of the victim and broader considerations of judicial integrity.(97) This undoubtedly supports Ian Dennis' arguments that the legal system here cannot be expressed openly. Mary Hunter claims that a search of LEXIS reveals that between January 1986 and May 1992, there were 106 such cases, giving credence to the claim that PACE has widened the scope of the

Consumerism and Car Design Essay Example | Topics and Well Written Essays - 6000 words

Consumerism and Car Design - Essay Example es to â€Å"status anxiety† leads to the idea that the admission of ones mortality puts into perspective elements of status, such as careers, possessions, appearance and fame.2 A need for material possessions represents an attempt to gain approval and acceptance. It is a tangible means for people to compensate for their insecurities and doubts about self-worth. The intricate psychological reasoning for these insecurities is as varied as the individuals themselves. Life experiences that frustrate the fulfillment of people’s basic needs such as independence, competence and interrelationships result in feelings that lead to differing levels of materialistic pursuits. This tendency is especially heightened under the current atmosphere of cultural consumerism.3 To deal with cultural pressures and their effects, people may resort to what psychologist term as compensatory consumption. That is, consuming even more to feel better. â€Å"This is ironic because this additional co nsumption often stems from the culture of consumerism itself.†4 We, in effect, buy a lifestyle. Brands help turn perceptions into reality, thus encouraging purchases based on fashion and peer/social pressures in order to fit in.5 The market has positioned the most physical of products such as cars, in ways that provide a kind of healing to consumers. Consumers have been drawn into a self-willed daze by an assault of feel-better-about-yourself advertising.6 There are few more powerful desires than the desire to be treated with respect. We long for status and dread humiliation. Status refers to one’s value and importance in the eyes of the world and is awarded in relation to financial achievement. Status brings feelings of significance and sense of value that others convey in admiration of ones possessions and by extension, the owner. The purchase of what we perceive others believe as beautiful possessions enable us to feel significant and worthwhile, at least for a short time. Cars,

Law Evidence Case Study Example | Topics and Well Written Essays - 3000 words

Law Evidence - Case Study Example So although Dennis states that we could include inadmissible evidence, it does not in essence be correct with the system in its fairness. However, Osborn argues that since the courts have been unwilling to set down guidelines as far as the interpretation of the section on improperly obtained evidence therefore we "are left to analyze the case law in order to predict in what circumstances the discretion may arise (1). Here the argument supports Dennis'claim that this form of retrieving evidence can never be lawful since we are left to decide the accused outcome based confessions, which arguably would have been excluded at common law in any event, on account of their inherent unreliability (Osborn,76). Evidence obtained in this fashion suggest quite evidently as Dennis stated they lack the moral functions even though it is evidence but we still have to uphold the law. In R v Nathaniel the accused had given a blood sample four years earlier when being investigated for two other rapes. The police had told him that the sample would be destroyed if he was found not guilty of those crimes. When due to an administrative error it was not, and was later used to convict him of a third unrelated rape, the Court of Appeal excluded the evidence."(Osborn,82) There is the universal issue of justice and fairness to both parties in the trial . English judges are not prompt to exclude real evidence which has been illegally obtained (Osborn, 78). There i s considerable favoritism that the courts have a right to every piece of evidence that could likewise tip the scales in favor.(78) The court decides whether they want to make the evidence legally feasible or dismiss it altogether. Their decision though fair in its essence lacks lacks the justice put forth by Ian Dennis for the outcome as to the verdict."Equating a criminal trial to a sporting match which has no correct outcome and only an actual one, demeans the court process and necessitates forsaking the central purpose of the trial-the just determination of guilt or innocence."(Osborn, 80) So in the bargain when you obtain a conviction it can never be legal because of the type of evidence involved. Andrew Choo gave us three possible reasons behind exclusion of illegally obtained evidence on the grounds of unfairness-deterrence, compensation and repute.(Osborn,97). So in the meantime these hinder reliability, protection (which includes compensation of the victim and broader considerations of judicial integrity.(97) This undoubtedly supports Ian Dennis' arguments that the legal system here cannot be expressed openly. Mary Hunter claims that a search of LEXIS reveals that between January 1986 and May 1992, there were 106 such cases, giving credence to the claim that PACE has widened the scope of the

Investigation of the carbonate - bicarbonate system Essay Example for Free

Investigation of the carbonate bicarbonate system Essay Alkalinity in this experiment can be defined as the measure of the pH buffering capacity in water (e. g. river water, sea water, lakes etc. ). This experiment was carried out using a prepared carbonate bicarbonate solution against hydrochloric acid (0. 1M HCl). Titration and pH indicator method was used to determine the equivalence point. The experiment also compares the titration and pH indicator method that is, looking at the option that will give a better approach in determining the equivalence point. Compared the digital and analogue pH meters that were used during the experiment by different groups. The experiment also aims at showing the importance of carbonate bicarbonate system in environmental chemistry as it affects the natural water system. INTRODUCTION In Nigeria, water pollution is a serious environmental issue as it relates to the oil industries in the Niger Delta region, this can be attributed but not limited to the continuous flaring of fossil fuel. This creates acid rain deposition thus reducing the buffering capacity of rivers and lakes. The major source of living and earning in this area is fishing, but the continuous flaring of gas has resulted in acid precipitation, which has affected fishing. When there is acid deposition, the pH of the water increases thereby making the water partially acidic, the drop in pH can harm and even kill some of the organisms inhabiting the water (Tope Akintola Jan 2004). The Nigerian government set up the Federal Environmental Protection Agency (FEPA), which issued, in 1988, a specific decree to protect, to restore and preserve the ecosystem. The decree also sets out water quality standards to protect public health and to enhance the quality of water (Enderlein et al). Although, the Federal Environmental Protection Agency did not have specific guidelines, the agency adopted the guideline for alkalinity by World Health Organisation in 1971. Parameter Permissible standard Issued by Alkalinity (mg/l) 200 600 WHO, 1971; FEPA, 1991 Alkalinity can be defined as that level that provides stable pH in rivers and lakes or simply put as withstanding a fall in pH. Stability is achieved through the neutralization of acids in an aqueous system. It should be noted that alkalinity in this experiment deals strictly with the acid base neutralization, whereas, pH is the concentration of the solution. When stability is achieved, alkalinity is said to buffer the solution. Buffering of an aqueous system is the equilibrium between the acid and base reaction, this is done when the hydrogen [H+] ion is either used up or donated so that the pH of the solution remains normal, that is, remains as the original pH of the system. In rivers, lakes and ocean, buffering involves the presence of carbon dioxide (CO2), carbonic acid (H2CO3), bicarbonate (HCO3-), carbonate (CO3-2) and hydrogen [H+]. The reaction involved is thus; CO2 (aq) + H2O H2CO3 (aq) 1 H2CO3- (aq) H+ (aq) + HCO3-(aq) . 2 HCO3-(aq) H+ (aq) + CO3-2(aq).. 3 Carbon dioxide from the atmosphere dissolves into the solution and also achieves equilibrium as shown below; CO2 (g) CO2 (aq) 4 The carbonic acid formed (H2CO3 (aq) ) from equation (1) is neutralized by the addition of base to for equation (2). Continued addition of base (alkalinity) further removes the proton (H+) present to form the carbonate in equation (3). Buffering is achieved at this point, and equivalence points are noted as shown in the figures below (figures 1 2). Further addition of base now drives the equation back and carbon dioxide (CO2 (g)) is given off. Figure (1) points E and F indicate where the gas is given off. The experiment was carried out using the titration and pH indicator method to determine the equivalence points of equations (2) and (3), phenolphthalein and methyl orange were used as indicators. Phenolphthalein was added to determine the first equivalence point. The initial pH of the water sample was 9. 75; the addition of phenolphthalein thus induced a colour change. Phenolphthalein produces a colour change in water in the pH range 8. 3 10. The alkalinity measured at this point is the half carbonate that has been neutralized in the reaction. Half carbonate reaction; from equation (3) only one proton H+ is consumed during the neutralization, therefore, half carbonate reaction is simply the amount of hydrogen ion (which is one) consumed during the phenolphthalein indicator method. Methyl orange indicator method measures the buffering capacity of the neutralized solution. The bicarbonate (HCO3-) ion initially present with those produced during the half reaction is completely neutralized. Methyl orange produces a colour change at pH range 3. 5 4. 5. HCO3- + H+ H2O + CO2 Both methods is used to determine the total alkalinity of the reaction, thus, total alkalinity is the addition of the equivalence points of the reaction. Methodology The experiment was carried out in two parts, titration and pH indicator methods. Titration method (phenolphthalein indicator) 25ml of carbonate/bicarbonate mixture was pipette into a conical flask and two drops of phenolphthalein was added, the solution changed from colourless to pink. The mixture was then titrated against 0. 1M HCl until the pink colour changed to colourless. Table (1) shows the value that was obtained. (Methyl orange indicator) 25ml of carbonate/bicarbonate mixture was pipette into a conical flask and two drops of methyl orange was added, the solution changed from colourless to yellow. The mixture was then titrated against 0. 1M HCl until the yellow colour changed to pink. Table (1) shows the value that was obtained.pH indicator method 25ml of carbonate/bicarbonate mixture was pipette into a beaker and distilled water was added, the mixture was then titrated against 0. 1M HCl. A pH digital meter was introduced to measure the initial and subsequent changes in pH of solution. Table (2) shows the value that was obtained. Results The investigation of carbonate and bicarbonate in the water sample can first be described by the following reactions: (a) H2CO3 (aq) H+ (aq) + HCO3-(aq) (b) HCO3-(aq) H+ (aq) + CO3-2(aq) Various results were obtained during the titration and pH indicator methods. Table (1) shows the values obtained when 0. 1MHCl was titrated against the carbonate/bicarbonate mixture. Table (2) shows the values for the pH indicator method, table (3) shows the values for the derivative curve and table (4) shows the class result (raw data). The value obtained was then plotted on a graph to obtain various readings; the graphs would be explained later in the discussion. The plot on figure (1) shows the relationship between the pH and volume of 0. 1M HCl used. Figure (2) is the derivative curve, figures (3 4) is used to determine the equivalence points of the reactions.

Case Study On The Rwanda Genocide History Essay

Case Study On The Rwanda Genocide History Essay In 1994, Rwandas population of seven million was composed of three ethnic groups: Hutu (approximately 85%), Tutsi (14%) and Twa (1%). In the beginning of the 1990s, Rwandas economic, political and social pressures were increasing. Consequently, Hutu extremists of the political elite accused the entire Tutsi minority population. Moreover, Tutsi civilians were also blamed of supporting the Rwandan Patriotic Front (RPF) which was a Tutsi-dominated rebel group. By the end of 1992, president Habyarimana and his group increased divisions among Hutu and Tutsi using propaganda and clever political actions that were constant. In Kigali, a campaign of vengeance was introduced immediately by the presidential guard. As a result, leaders of the political opposition were killed, and almost instantly, the massacre of Tutsis. Within hours, recruits were sent rapidly throughout the country to carry out a wave of slaughter. On April 1994, President Habyarimana who was a Hutu was assassinated as the ai rplane prepared to land in Kigali. It was the catalyst for the Rwanda Genocide. Violence started almost instantly after that. Under the cover of war, Hutu extremists launched their plans for the destruction of the entire Tutsi civilian. In the weeks after April 6, 1994, 800, 000 men, children and women died in the Rwandan genocide, possibly as many as three quarters of the Tutsi population. Most of the dead were Tutsis and most of those who perpetrated the violence were Hutus. At the same time, thousands of Hutu were murdered because they opposed the killing campaign and the forces directing it. The Rwanda Genocide should be examined to understand the concepts of preparing or justifying a war and how propaganda was used. Why did hundreds of thousands of Hutu, who had never before killed, take part in the slaughter? Media were used in Rwanda to spread hatred, to dehumanize people, and even to guide the genocidaires toward their victims to sanction the terrible human suffering that en sued. Many Rwandans couldnt read or write, as a result, radio was an essential method for the government to deliver messages to the population. Furthermore, the radio was an important technique for the government of transmitting messages to the population. The radio wasnt only an official voice of the state and a propaganda channel for the single party, it also helped connecting families whose relatives were faraway, The broadcast of deaths in the news so that relatives could return home for funerals. In March 1992, Radio Rwanda was first used in directly promoting the killing of Tutsi in a place called Bugesera, south of the national capital. Authorities used RTLM (Radio Tà ©là ©vision Libre des Mille Collines) and Radio Rwanda to encourage and direct killings both in those areas most eager to attack Tutsi and members of the Hutu opposition and in areas where the killings originally were resisted. They relied on both radios to incite and mobilize, then to give specific directions for ca rrying out the killings. The radio station soon became the voice of extremism because during the genocide it called for a total war in order to exterminate the cockroaches, the Tutsi [] Anti-Tutsi music dominated the radio. When foreign individuals started criticizing the genocide, RTLM attempted to maintain the legitimacy of the authorities by ignoring all negative comments and by reminding its listeners that all they had to do was to win the war and then foreign critics would not remember any crimes they had done. Furthermore, the media didnt focus on the details of the conflict but rather on the bodies and horror. Rwanda media, most notably Kangura and by August 1993, Radio Television Mille Collines (RTLM), openly advocated discrimination, persecution, and even extermination of Tutsis. In addition to the increasingly destructive propaganda against the Tutsi, the radio sent threats to attack on Hutu who were continuing to cooperate with the Tutsi. As a result, it used increasingly violent language. In some cases, the radio moved from general condemnation to naming specific people which included the Hutu prime minister, as enemies of the nation who should be eliminated one way or another from the public scene. Moreover, In December 1990, Kangura published an article titled Appeal to the Conscience of the Hutu which included the so called Ten Commandments. The article and the Ten Commandments portrayed the Tutsi as the enemy, as evil, dishonest and ambitious. Also, Kangura spread the notion that the Tutsi were preparing a genocidal war against the Hutu that would leave no survivors and that the RPF wanted to re-establish the Tutsi monarchy and enslave the Hutu. Rwandan newspapers looked very much alike in format and presentation. Most of them were tabloids; they have printed articles in Kinyarwanda which is the language spoken in Rwanda and used cartoons to portray political leaders. They watched each other closely and tried to imitate or outsmart each other. Consequently, examples of dehumanization could be found in many of these papers, including those associated with political opposition and the RPF. Editorials portrayed the Hutu as generous and naÃÆ' ¯ve. The Tutsi were portrayed as devious and aggressive. Kangura suggested that Tutsi women intentionally used their sexuality to lure Hutu men into sex in order to promote ethnic dominance of the Tutsi over the Hutu. The hate speech from the media helped to develop and maintain a Hutu mind-set in which ethnic hatred was common political ideology. RTLMs animators also implicated ordinary listeners in the activities of the genocide; farmers at roadblocks or on the street were frequently interviewed, and RTLM employed techniques that acted on relations among listeners. Additionally, the media served the narrow political ends of their owners by playing on the ordinary Hutus fear of dispossession, violence and displacement. To do this the media relied heavily on half-truths and sometimes complete lies and threats. The Rwanda genocide left many devastating consequences. Both children and adults faced catastrophic psychological damage, those who saw atrocities, those who were forced to commit them, and those who were victims of attack.   As a result, many of these victims remain disfigured and handicapped, which makes daily life a struggle not only physically but psychologically as well. The economy and education system are extremely slow to recover.   Most children are not attending school.   Rwandans are struggling to make a living and survive despite the failing economy. They are facing extreme poverty and starvation and with little education they are not developing as a nation; the children are the leaders of the future, but with little education that future looks depressing.

Essay --

As a basic knowledge, solids that caught or settled within the treatment process can be reused or disposed in an environmental friendly way. Rule such as safety wastewater treatment has to be implemented to the wastewater solids is regulated by several federal laws, including the Clean Water Act (CWA), Resource Conservation and Recovery Act (RCRA), and so on. Recently, most of the biosolids produced is either reused as a soil conditioner, fertilizer or disposed by incinerated and land filled. As a matter of fact, biosolids have to be stabilized first to control odours and reduces the microbial population by thickening, composting, heat treatments, drying, conditioning and dewatering. Lime, ferric chloride, alum or polymers are used to condition the biosolids as to produce larger particles for easier removal and prepared for further dewatering. Dewatering processes include vacuum filtration, pressure filtration, and centrifuges. The process of decomposing volatile material naturally is known as digestion (a type of stabilization method), manages to reduce the odour, yields biologically stable end product (aerobic digestion) and produces methane gas (anaerobic digestion). After stabilization, the biosolids are either introduced to land application or disposed after incineration. Biosolids can act as fertilizer and soil conditioner, as they contain organic matters (nutrients) for the plants and manage to amend poor soil structure land due to practices such as construction activities. Moreover, biosolids can be incinerated (burned) to ashes, having high fuel value as a result. Pressure filtration dewatering equipment is basically used or refuse-derived fuel is added to obtain biosolids which are sufficiently dry to take advantage of... ... manage to direct the wastewater reclamation plants to meet the quality requirements of intended reuse applications. (National Academies, 2012) Disposal of municipal wastewater have been distributed into two categories, which are those that discharge directly to surface water and those that discharge to land. Surface water discharge economically has been preferred because it provides rapid mixing of effluent with surface water, and is the least expensive discharge option. Nonetheless, indirect discharge to groundwater or hyporheic water may be more environmentally beneficial if planned, installed, and operated correctly. There are also many methods for land discharge, for example, discharge into two to three feet wide and two feet deep of ground trench and added in successive layers until the lagoons is completely filled. (Department of Environmental Quality, 2007)

catcher in the rye Essay -- essays research papers fc

Hello, is Salinger There?   Ã‚  Ã‚  Ã‚  Ã‚  J. D. Salinger’s only published full-length novel, The Catcher in the Rye, has become one of the most enduring classics of American literature. The novel’s story is told in retrospect by the main character, Holden Caulfield, while staying in a psychiatric hospital in California. This is a coming of age tale that is wrought with irony. Holden Caulfield, Mr. Antolini, and Phoebe are the main symbols of irony.   Ã‚  Ã‚  Ã‚  Ã‚  The first and most obvious subject of irony is the novel’s protagonist, Holden Caulfield. His hatred for anything â€Å"phony† is ironic because he to is deceitful. He is constantly performing by taking a new identity for each new situation he is in. For example, in the train scene he makes up stories about one of his classmates in order to delight his classmate’s mother. He not only initiates a new identity for himself, but he also spawns a whole new fictional account of life at Pencey Prep. He even admits that he is an impressive liar. Because of his hatred for anything artificial, he searches for something real. In his naà ¯ve and desperate way he is searching for anything which is innocent and sincere (Parker 300). He fantasizes about removing himself from society and becoming a reclusive deaf mute. Regardless of his independent personality, he clearly demonstrates how severely he needs companionship. His thoughts are always of his sister , Jane Gallagher, and additional people. Another fantasy of Holden’s is to be the â€Å"catcher† of children’s innocence. Holden’s fantasy elaborates his obsession with innocence and his perhaps surprisingly moral code (Walters 1009). However, it is clear that his real desire is to be salvaged from the emptiness of his negativism. This is realized when he telephones Mr. Antolini and when he admits that he almost hopes that his parents will catch him as he sneaks out of the apartment. The Catcher, in fact, wants to be caught, the saviour saved (Engle 45).   Ã‚  Ã‚  Ã‚  Ã‚  Mr. Antolini is the subject of irony because he is actually a â€Å"catcher,† even though he is a different kind of catcher from the one Holden imagines. Holden believes that he has already fallen over the cliff into the dissatisfaction that automatically goes together with adulthood. He felt the world has let him slip trough the cracks alone and unassisted. Therefor... ... Holden states: â€Å"What really knocks me out is a book that, when you’re all done reading it, you wish the author who wrote it was a terrific friend of yours and you could call him up on the phone whenever you felt like it† (Salinger 18). J.D. Salinger is not available for phone conversations, but generations of readers have felt that the book alone provides that kind of close connection with its author (Guinn). Works cited Engle, Steven, ed. â€Å"Symbolism in The Catcher in the Rye.† Readings on The Catcher in the Rye. San Diego: Greenhaven, 1998. 44-50. Guinn, Jeff. â€Å"Rye relevance 50 Years Ago.† Fort Worth Star Telegram. 5 August 2001. Parker, Peter, ed. â€Å"The Catcher in the Rye.† A readers Guide to the Twentieth Century Novel.   Ã‚  Ã‚  Ã‚  Ã‚  New York: Oxford, 1995. 299-300. Rollins, Jill. â€Å"The Catcher in the Rye.† Cyclopedia of Literary characters Revised Edition.   Ã‚  Ã‚  Ã‚  Ã‚  Ed. Magill, Frank M. Pasadena: Salem, 1998. Vol. 1. 301. Salinger, J. D. The Catcher in the Rye. Boston: Little, Brown, 1991. Walters, Gordon. â€Å"The Catcher in the Rye.† Masterplots Revised Second Edition. Ed. Magill, Frank N. Pasadena: Salem, 1996. Vol. 2. 1008-1009.