Size of the Solar System Lab - Astronomy 101 Essay

The Size of the Solar System Overview †¢ Become familiar with the scale of the planets vs. their distances. †¢ Get an overview of the solar system. Introduction It is easy to flip to the index of an astronomy textbook to discover that, say, the Sun lies 150 million kilometers away from Earth. It is far more difficult (if not impossible), however, to picture this distance in the human mind. In this exercise, we will learn to access the often unpalatable distances encountered in astronomy by simply scaling the huge distances to more recognizable, pedestrian numbers. So long as every distance within the system of interest is scaled by the same factor, we retain the meaningful information about relative distances between objects.†¦show more content†¦: Scaled radius of the Sun: 6.96 x 105 Km * (1 cm/6.96 x 104 Km) = 10 cm Scaled radius of Mercury: 2.44 x 103 Km * (1 cm/6.96 x 104 Km) = 0.04 cm Scaled Distance Mercury-Sun: 5.83 x 107 Km * (1 meter/2.87 x 108 Km) = 0.20 m Scaled radius of Venus: 6.05 x 103 Km * (1 cm/6.96 x 104 Km) = 0.09 cm Scaled Distance Venus-Sun: 1.08 x 108 Km * (1 meter/2.87 x 108 Km) = 0.38 m Scaled Distance Venus-Mercury: (1.08 x 108 Km- 5.83 x 107 Km )* (1 meter/2.87 x 108 Km) = 0.17 m |Table 2: Scaled distances | |Object |Radius (cm) |Distance from Sun (m) |Distance from Previous (m) | |Sun |10.00 | 0.0 |0.0 | |Mercury |0.04 |0.20 |0.20 | |Venus |0.09 |0.38 |0.17 | |Earth |0.09 |0.52 |0.15 | |Mars |.05 |.79 |.27 | |Jupiter |1.03 |2.71 |1.92 | |Saturn |.87 |4.98Show MoreRelatedAstronomy Lab1648 Words   |  7 PagesASTR 101 Size of the Solar System Name _______ Section __ Overview  · Become familiar with the scale of the planets vs. their distances.  · Get an overview of the solar system.  · 50 points are possible Introduction It is easy to flip to the index of an astronomy textbook to discover that, say, the Sun lies 150 million kilometers away from Earth. It is far more difficult (if not impossible), however, to picture this distance in our mind. In this exerciseRead MoreLogical Reasoning189930 Words   |  760 Pages.................................................................................................. 97 Being Too General .............................................................................................................................. 101 Giving Too Many Details .................................................................................................................. 105 Being Pseudoprecise ...................................................................................Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagespublishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions DepartmentRead MoreDeveloping Management Skills404131 Words   |  1617 PagesRiver, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained fr om the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department

Stefan’s Diaries The Craving Chapter 18 Free Essays

There were two hundred blocks between the Richards’ mansion and downtown New York City. Just under ten miles. But moving like a vampire isn’t like running in a normal sense, especially as I had just drained one of the Richards’ goats. We will write a custom essay sample on Stefan’s Diaries: The Craving Chapter 18 or any similar topic only for you Order Now If I was a blur to the world, so was the world to me. My head was down as I spent my entire focus on avoiding the obstacles right before me and trying to exhaust myself. Down from the rocky cliffs and heights of Fort Tryon with its cool trees, and through the valley that separated it from the rest of the city. Back into civilization, the unpaved dirt roads that smelled of dust and plants, particularly the tobacco I recognized from my native Virginia. After enduring a week of waiting and watching and trying to outthink my brother, I just wanted it to all be over. And now it wasn’t. Damon couldn’t kill Winfield until the cash was available, and who knew how long that was going to be. In the meantime I had to stay with Bridget, keep tabs on the Sutherlands, pretend to be happily married, and continue to try and figure out Damon’s endgame. I was caught in a web of guilt; every move of mine stuck another limb deeper. I just wanted to break free. I wish I could live in solitude. If I had to live out eternity as a vampire, at the very least I could leave no evidence of it. No deaths, no injury, no hurt, no evidence of my unnatural existence at all. I was running from myself, my new self, and could never escape, just as I ran from Damon, my shadow in this endless afterlife. The scent of nature soon gave way to the reek of sewage and rot that clung to even rich neighborhoods. In the alleyways behind the giant houses, servants dumped slop out into back streets and milk carts left fresh dairy products on back steps. All they would notice was a strange rush of wind, a vacuum that had been created in my passing, a momentary darkening against a brick wall like a cloud had passed over the sun. In the Garment District my nose was assailed by the harsh tang of chemicals and the singeing of fibers as young women cut, sewed, and dyed cloth in the factories that were beginning to replace the farms in New York City. Leaning against the fire escape with their sleeves pushed up, small clusters of these young women smoked cigarettes on their precious breaks. As I tore by one girl, cutting it very close, my tail wind snuffed out her match. I looked back to see her staring, confused, at the feather of smoke. Soon I was overcome by the smell of human flesh and waste. Of horse manure and flickering gas lamps. Of industry, print and ink and black smog, of the river, briny fish, and finally a fresh breeze. These were the only details of the city I took in, all sounds and sights muted to a roaring black and white. Expensive perfume and flowers. Butchered meat and smoky bacon. Lemon and ginger†¦ I stopped suddenly, in the middle of Washington Square. That was Katherine’s perfume. A hand clasped my shoulder, and I spun around expectantly. But instead of seeing the dark curls of the woman who had made me, I found myself face-to-face with Damon, who stood there, one eyebrow raised in condescending amusement. My face fell and I slumped, exhaustion and despair overtaking me. I didn’t even bother shaking off his hand. Where was I going to go, really? My brother had followed me all the way up the East Coast. So long as I refused to drink human blood, he would always be stronger, faster than I was. I was only delaying the inevitable by trying to escape whatever he had planned next. â€Å"It’s our wedding night, brother. Where are you off to?† Damon’s voice was sharp. Exhausted from my marathon of pain and escape, I just stood there. â€Å"I was going to come back.† Damon rolled his eyes. â€Å"I’ll get us a cab,† he said, snapping his fingers. One came over immediately. â€Å"Seventy-third and Fifth,† he ordered, through the trap door. â€Å"We’re going to the Sutherlands’?† I asked, confused. â€Å"Not the Richards’?† â€Å"We’re going home,† Damon corrected. â€Å"And yes, the reception’s over. You ran out at the very end.† â€Å"What did you tell Bridget?† I couldn’t help asking. While I didn’t love her, I felt bad about abandoning her at her own wedding. In some ways, it was the worst thing that I could do to a girl like her. Damon rolled his eyes. â€Å"Don’t worry. They don’t even realize you’ve gone missing.† â€Å"So you haven’t killed them yet?† â€Å"Whoever said I was going to kill them?† he asked innocently. â€Å"Do you think I’m some kind of monster?† â€Å"Yes,† I said. â€Å"Well, I am what you made me,† Damon said with a tip of his hat. â€Å"You’re not making this any easier,† I muttered. â€Å"You must have me mistaken for someone who cares about making your life easier,† Damon said, suddenly cold, his eyes flashing. â€Å"You know, you’ve taken a lot of effort to make sure you stay in my life,† I pointed out. â€Å"Are you sure it’s just to make me miserable?† He stared at me. â€Å"What are you getting at?† â€Å"I think you need me, Damon,† I growled. â€Å"I think that under your anger, you’re scared and horrified of what you’ve become. I am the last link to your human self, the only person who knows who you are. And I’m the only person for the rest of eternity who will.† Damon narrowed his eyes at me. â€Å"Brother, you don’t know anything about me,† he hissed. He threw the door of the cab open and swung himself up and out. A soft thunk indicated he had landed on the roof. I stuck my head out the window and looked up. I watched with horror as Damon picked up the driver and ripped his neck open, sucking only a mouthful or two before throwing him off the cab and on to the street. â€Å"Damon! Stop!† I yelled, but it was too late. I tried to dive out the door, to go after the injured man, but Damon threw an arm out and pushed me back into the carriage as he sped around a corner. Perched on top of the cab, mouth covered in blood, Damon whipped the horse into a frothing frenzy. And so we two brothers hurled northward, one driving and one being driven, like Satan compelling the damned. How to cite Stefan’s Diaries: The Craving Chapter 18, Essay examples

Toyota Kirloskar Motors Jit Essay Example For Students

Toyota Kirloskar Motors Jit Essay Toyota Production System at TOYOTA KIRLOSKAR MOTOR PRIVATE LIMITED CONTENTS: 1 2 3 Introduction to Toyota Profile of Toyota Kirloskar motor. Toyota Production System practices in TKM. 4 Overview of TKM Logistics. †¢ †¢ Just In Time Kaizen- (Continuous Improvement in logistics) 5 Future â€Å"Supply Chain† Direction. TOYOTA MOTOR CORPORATION †¢ Established in 1937 in Japan †¢ 160 Countries 5400 Dealers. †¢ 26 Countries 46 Plants †¢ Sales of 15. 1 trillion Yen in March 2002 †¢ 247,000 employees worldwide. †¢ Manufacture of all types of Vehicles including Luxury Small Cars. Automakers ranking worldwide based on vehicle sales 9000 8000 No. of Units Sold (1=1000 Units) 2003 First quarter Result Toyota – No. 2 7000 6000 5000 4000 3000 2000 1000 0 GM Ford Toyota VW Daimler Chrysler PSA Honda Nissan Renault Fiat Company Toyota is 3rd Largest Auto Maker in the World TKM is the 14th almost the last automobile manufacturer to enter in Indian automobile industry TOYOTA KIRLOSKAR MOTOR PRIVATE LTD Establishment Location Start of Production Production Model Production Capacity Investment No. of Employees : : : : : : : 6th October 1997 Bidadi near Bangalore in Karnataka State Dec 1999 Multi Purpose Vehicle Passenger car 50,000 Units/year US$ 170 Million (Phase I) 2300 PRODUCTION / SALES 50000 40000 Volume 30000 20000 10000 0 Corolla Qualis 21086 28509 2000 2001 2002 1383 28989 Crossed 1Lakh cars in Sept 03 2003 9000 34000 COMPLETE VIEW OF TKM PLANT In-house facilities at TKM Press Shop Weld Shop Paint Shop Assembly Shop Inspection Area ISO 14001 WITHIN THE FIRST YEAR TPS AT TOYOTA KIRLOSKAR MOTORS IMPLEMENTATION OF TPS IN TKM TAKT UP (7. 5’ 7’) TAKT UP (9. 25’ TAKT DOWN START OF TAKT 8’) (7’ TAKT UP 8’) UP (10’ TAKT UP 8’) i TAKT UP 7. 5’) (12’ 9. 25’) (8’ 3000START OF SECOND t (9. 25’ 8’) TAKT DOWN s SHIFT TAKT DOWN (8’ 10’) 2500 / (8’ 9. 5) TAKT DOWN TAKT DOWN M (9. 25’(8’ 12’) 9. 25’) o 3500 n U VEHICLE QUALITY TREND 2000 n t 1500 h Just In Time 70. 00% 68. 00% Standardized Work GLOBAL TOYOTA LEVEL REFORM LEVEL IMPROVEMENT TKM 0 AS ON DATE MAINTENANCE TIME M-I-R START OF VOLUME PRODUCTION 1000 500 0 Dec- Jan99 00 Feb00 Mar- A p r May- Jun00 00 00 00 Jul- Aug- Sep00 00 00 Oct- Nov- Dec- Jan00 00 00 01 Feb01 Mar- A p r May- Jun01 01 01 01 Jul- Aug- Sep01 01 01 Oct- Nov- Dec01 01 01 Heijunka This is the average yield ratio of all the suppliers I. e. STTI, Visual Control Board Built in Quality GLOBAL YIELD RATIO COMPARISON This data excludes 15. 474 kg/veh of material saved by sending offals to supplierpartslikeNTTF,STANZEN QUALIS BASIC YEILD RATIO 66. 00% 64. 00% 62. 00% TPS 133W133W 797T 2 1 4 0 N 0 4 351T 143N 4 3 9 3 T 0 T 0 5 231T 0W 325N 316T 0W 3 T 0 T 7 6 4 9 415T4 0 0 T 0 395T 0W 2 186N 465N 4 153T 391T 9 0 4 T 6 1 5 0 T 5 0 T 7 8 652T 651T 6 7 0 1 T N 3 0 525T 828T 191N0 0 2 T T 9 133W971T 6 1 5 N 0 0 0 9 8 5 7 541T 8 T T 1 0 N 1 T 6 5 2 0 4 5 0 T 0 0 8 9 T T 5 0 8 477T 8 N 8 9 T 0 T 7 185T 7 277N 781T 0 T 8 0 T 60 3. 42%06 00 00 00 00 00 00 00 00 00 00 00 00 00 20 00 00 00 00 00 00 00 00 00 1. 6%00 00 00 00 00 00 00 00 00 00 00 00 00 05 00 00 00 00 00 00 00 00 00 1. 48% 00 00 00 00 0% . 5% 0% 0% 5% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% . . . . . . . . . . . . . . . . . . . . . . . . 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 8% 0% 0% 0% 0% 0% 0% 0% 0% 0% . . . . . . . . . . . . . . . . . . . . . . . 0% 0% 0% 0% . . . . 61% 61%90 67% 69% 64%80 64% 62%80 68. 00%69%70 66% 62% 62% 68%60 65%67 61% 00%68% 65%50 63% 67%40 68% 68% 68%40 66% 62% 62%46 61% 61% 67%39 65% 61% 00%68% 68%20 66% 65% 65%20 60. 70%62. 00%65% 86%57% 40 40 62% 90 80 80 68% 80 80 61% . . . . . . . . . 79 69% 75 77 70 40 65% 60 62% 60 66. 50 50 64% 50 30 69% 40 40 40 67% 40 40 40 61% 40 40 30 65% 20 30 63. 20 20 66% 20 27 20 65% . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 60. 90 . . MODELS 60. 00% 58. 00% M OE ETYIDSNU0 I P VMNI E A AG R NL O 1 DTCLETDUNLEF FUL AAOLCEDRGI OO AI I N- F Q S Challenge Team Work Genchi Genbutsu Jidoka Kaizen OVERVIEW OF LOGISTIC OPERATIONS TKM’S Logistics concept †¢ Just in time supply †¢ Small lot high frequency delivery †¢ Palletised cargo †¢ Standardized packaging TKM SUPPLY CHAIN CBU LOGISTIC In 1993 worldwide illegal copying of domestic and EssayQTY/BOX 10 PACKING CODE : 55581- 0B010- 00 PB10123 516 SEQ NO 1 DOCK 01 PARTS READY FOR DESPATCH AT SUPPLIER SIDE (BANGALORE SUPPLIER CASE OPERATING WITHOUT CROSS DOCK) LOADING / UNLOADING USING FORK LIFT LABELS FACING OUTSIDE PARTS PALLETISED Parts stacking at PC Zone ready for in-house logistics: †¢Parts are stored at PC Zone at predefined locations Line wise or process wise. TKM Inventory Status 9 8 7 6 Stock in Days 5 4 3 2 1 0 Conventional System Kanban System -1~ 16 delivery / day Truck status control by wireless – Time control Safety Stock Avg 6 Hrs (0. 3 days) Safety Stock Avg 4 Hrs (0. 5 days ) Frequency increase with Mix logistics of TKM Suppliers Avg 2 Hrs TKM Current ( Y 2003 ) TMC Inventory of Bangalore supplier ( No Cross dock operations) JUST IN TIME JUMBIKI SYSTEM ( Sequential Procurement ) JUST IN TIME Jumbiki System †¢ System for total elimination of Inventory. †¢ System to supply Part s directly from supplier to Assembly line according to sequence of production. †¢ Suitable for bulky Parts with more variants supplied by nearby supplier e. g- Seats, Door Trims, Carpets (Araco) CENTRAL CONTROL ROOM (CCR) JUMBIKI SYSTEM Line In Based on Production Leveling Assembly ASSEMBLY LINE Information to CCR Fax to Supplier Receiving and Supply to Line Preparation at Supplier Transport to TKM Pre defined Time Scale based on tact time JUMBIKI SYSTEM CONVENTIONAL SYSTEM Model A Model B Model C Assembly Line JUMBIKI Model A Model B Model C Assembly Line For Model A For Model B For Model C A1 A1 A1 B1 B1 B1 C1 C1 C1 A1 B1 A2 A2 A2 B2 B2 B2 C2 C2 C2 TPS A2 B2 A3 A3 A3 B3 B3 B3 C3 C3 C3 A3 B3 Stock of each set Seats received from supplier in sequence of Production Plan JUMBIKI PARTS RECEIVED JUMBIKI SEAT AT LINE SIDE JUST IN TIME IN-HOUSE LOGISTICS JUST IN TIME INHOUSE LOGISTICS (Chorukyu System) WELDING SHOP CONVENTION SYSTEM TKM SYSTEM Manufacturing Manufacturing TPS A1 A5 A2 A6 A3 A7 A4 A8 A1 A5 A2 A6 A3 A7 A4 A8 INHOUSE LOGISTICS (SMALL LOT SUPPLY) INHOUSE LOGISTICS – ASSEMBLY SHOP SEQUENTIAL SUPPLY SYSTEM INHOUSE LOGISTICS – ASSEMBLY SHOP SEQUENTIAL SUPPLY SYSTEM SUPER FLEXIBLE ASSEMBLY LINE TKM IS CHALLENGING NEW CONCEPT OF SUPER FLEXIBLE LINE THAT IS MIXED PRODUCTION OF MPV (frame model) AND PASSENGER CAR (monocock model) ON SINGLE PRODUCTION LINE, BY QUICK LAUNCHING OF NEXT MODEL ON THE EXISTING PRODUCTION LINE. KAIZEN (CONTINUOUS IMPROVEMENT) Kaizen based on practice of manufacturing Shooter system to maintain perfect FIFO Before After †¢FIFO not followed †¢Mikara not established †¢Unsafe movement of F/L †¢FIFO achieved †¢Mikara established †¢ F/L movement standardized Kaizen based on practice of manufacturing Pallet, Dolly, Flow rack to reduce handling Before After †¢Double handling of Parts †¢Generates waiting time †¢Fatigue while parts picking †¢Direct supply of parts †¢zero waiting time †¢Workability improved †¢Space reduced (210 Sq. mt) Kaizen based on practice of manufacturing Combined Logistics Kaizen based on practice of manufacturing Collapsible Returnable packing The space saved by this kind of packing is used to transport service parts to dealers on the return journey Kaizen based on practice of manufacturing Kaizen in packing areas 1 Plastic Caps of hose flexible eliminated 2 Achieved 99% returnable packaging FUTURE DIRECTION E Kanban SERVICE SERVICE PROVIDE PROVIDE R R Supplier operations SUPPLIER S1 S2 S3 S4 S5 S8 S9 CROSS CROSS DOCK DOCK S1 0 S1 1 S1 2 Download Kanban data TKM in-house operations TKM P In-house Bar Coded Kanban e Kanban information to Suppliers/ Cross Dock Kanban Room Store Cards Insert cards Store Parts Cross Dock operations CROSS DOCK S1 S2 S 3 S 10 S4 S5 W T A PC Z O N E S 1 S 8 S 2 S 9 S 3 S 1 0 S 4 S 1 1 S 5 S 1 2 S8 S9 S1 1 S1 2 Download Kanban data Receive Material 1st Step Mixed Logistics Mixed Logistics Concept Increase frequency Reduce lot size Purpose: 1) Share logistics between TKM Supplier. 2) Reduce lot, increase delivery frequency and finally reduce inventory. 3) Reduce transportation cost. 4) Mutual development and benefit between TKM supplier. Example Mixed Logistics Image TKM TKAP Mixed Logistics Closing word We live in an age of constant change ‘Todays perfection is tomorrows mediocrity’ We need to realise improve THANK YOU FOR YOUR ATTENTION

The Importance of Arts in School Essay Example For Students

The Importance of Arts in School Essay Talent is a special skill that is eminent but unique in each and every one of us. Be it within a normal person or a disabled person, will improve depending on how you cultivate it using hard work. Many have stated that disability is not an issue in cultivating talents within a person, but as many do realize, there are not much facilities which are disabled- friendly to the society, Disability is a sensitive topic to the education system as it may ignite discrimination to the students involved There are many problems concerning disability and its environment. According to the FEE Global Monitoring Report (2010), reaching he marginalia, children with disabilities remains one of the main groups being widely excluded from quality education. Disability is known as one of the least visible yet most compelling factors in the educational System. Children with disabilities have a right to education. Since the UN universal Declaration on Human Rights was released in 1948, there has been legislation on providing education for all children. We will write a custom essay on The Importance of Arts in School specifically for you for only $16.38 $13.9/page Order now The Convention on the Rights of Persons with Disabilities, Which entered into force in 2008 and Which was ratified by the LIKE in 2009, has 145 signatories (as at June 2010) including all AS countries except Afghanistan and Zanzibar. Referring specifically to education and the role of the international community, it has profound implications for DIF and its work. But it is not that easy to actually give education if facilities are inadequate in a country, In a book entitled Livelihood Situation of Disabled Population in China (2011), one of the biggest problems China faces is the education problem. Comparing with the large number of disabled population, there are quite few educational institutions tort them. Up to 2008, there are only 1640 schools and institutions specifically for disabled people; and there are only 46 housing teaching staffs in total. In India, education for the disabled enters in a different context where a recent study by the World Bank (2007), for example, noted that children with disability are five times more likely to be out of school than children belonging to scheduled castes or scheduled tribes (SC or SST). Moreover, when children with disability do attend school they rarely progress beyond the primary level, leading ultimately to lower employment chances and long-term income poverty. The Philippines is also a place where its people are talented. In the recent show Philippians Got Talent (2010), Carl Malone Montevideo, an 11 year- old boy who had been blind since his birth is blessed With extraordinary singing talent to compensate his eyesight. Still, not all are able to adapt in an environment with problems about inferiority because of their condition. There may be problems that the instructors may possess themselves and the environment they are in. According to a research done by Veneering Nazarene Trill, the Director of Resource and Program Development at Jesus- Marie International School, Inc. (2010), gifted and talented children and children with disabilities are all included as one number. Some gifted and alienated used to be classified as behaviorally challenged as they oeuvre disruptive in class. Teachers need specialized training as well. A great deal of thinking and problem solving to transform Philippines basic educational system to a wonderful learning environment has to be done (2010). As environment With the normal and disabled could result to discrimination or inferiority, this research attempts to investigate the spaces which would help with the progress and growth Of the talents Of the disabled and differently abele to claim that Philippines is one of the most diverse countries there is in the future. STATEMENT OF THE PROBLEM This research aims to determine the potential of the disabled people in a school or environment together with the average people. .u4ac059988cbf9641614e0b53f319be54 , .u4ac059988cbf9641614e0b53f319be54 .postImageUrl , .u4ac059988cbf9641614e0b53f319be54 .centered-text-area { min-height: 80px; position: relative; } .u4ac059988cbf9641614e0b53f319be54 , .u4ac059988cbf9641614e0b53f319be54:hover , .u4ac059988cbf9641614e0b53f319be54:visited , .u4ac059988cbf9641614e0b53f319be54:active { border:0!important; } .u4ac059988cbf9641614e0b53f319be54 .clearfix:after { content: ""; display: table; clear: both; } .u4ac059988cbf9641614e0b53f319be54 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4ac059988cbf9641614e0b53f319be54:active , .u4ac059988cbf9641614e0b53f319be54:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4ac059988cbf9641614e0b53f319be54 .centered-text-area { width: 100%; position: relative ; } .u4ac059988cbf9641614e0b53f319be54 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4ac059988cbf9641614e0b53f319be54 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4ac059988cbf9641614e0b53f319be54 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4ac059988cbf9641614e0b53f319be54:hover .ctaButton { background-color: #34495E!important; } .u4ac059988cbf9641614e0b53f319be54 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4ac059988cbf9641614e0b53f319be54 .u4ac059988cbf9641614e0b53f319be54-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4ac059988cbf9641614e0b53f319be54:after { content: ""; display: block; clear: both; } READ: Alexander The Great EssayScientifically, the research attempts to answer the following questions: 1. What are the problems that may be present it the disabled are placed in an environment with the average people? 2. What are some problems with keeping up with the average peoples pace of learning? 3. What are the space requirements that would be helpful for their simultaneous growth? ASSUMPTION This research assumes that with provision to proper spaces for the disabled ill result as the simultaneous growth/ learning of both the average and disabled people and nurture their creative talents. This research also assumes that the data collected would help in the design of a school or facility for the disabled. This research also assumes that solutions are as practical and sustainable as possible but as effective as it is intended in terms of keeping up with the trend of architecture. IMPORTANCE OF THE STUDY This research helps in giving out educated knowledge to help in the fight against discrimination between the disabled and physically impaired people in Which society is still under since the early times. This may help the community living in a diverse environment for the improvement and progress of each community in the Philippines. With this, the government may have more public facilities for them which may help in the progress of our country. If, more facilities are to be established, the education profession would have jobs available and at the same time, it challenges their profession for the better. This research also helps other architects and architecture students alike to improve facilities for the disabled. It will give others ideas and concepts in the improving he designs for the disabled. They may also incorporate the solutions to their own original ideas as solutions to another project not related to the topic of the research. With this research, the government may consider changing design standards of public facilities that are intended for the better learning of public school children with or without disability as may present flexible solutions. This may also help in the economic aspects of the country, Because solution may be flexible there is less need for providing for what is for the average students and what is for the disabled students LIMITATIONS

Chemical Bonding Essays

Chemical Bonding Essays Chemical Bonding Paper Chemical Bonding Paper Chemical compounds are formed by the joining of two or more atoms. A stable compound occurs when the total energy of the combination has lower energy than the separated atoms. The bound state implies a net attractive force between the atoms a chemical bond. The two extreme cases of chemical bonds are: Covalent bond: bond in which one or more pairs of electrons are shared by two atoms. Ionic bond: bond in which one or more electrons from one atom are removed and attached to another atom, resulting in positive and negative ions which attract each other.Other types of bonds include metallic bonds and hydrogen bonding. The attractive forces between molecules in a liquid can be characterized as van der Waals bonds. What is an Ionic Bond? An ionic bond is a type of chemical bond formed through an electrostatic attraction between two oppositely charged ions. Ionic bonds are formed due to the attraction between an atom that has lost one or more electron (known as a c ation) and an atom that has gained one or more electrons (known as an anion). Usually, the cation is a metal atom and the anion is a non: In this example, a Phosphorous molecule is sharing its 3 unpaired electrons with 3 Chlorine atoms. In the end product, all four of these molecules have 8 valence electrons  and satisfy the octet rule. A covalent bond is the chemical bond that involves the sharing of electron pairs between atoms.The stable balance of attractive and repulsive forces between atoms when they share electrons is known as covalent bonding. [1] For many molecules, the sharing of electrons allows each atom to attain the equivalent of a full outer shell, corresponding to a stable electronic configuration. Covalent bonding includes many kinds of interactions, including ? : The bonding in  carbon dioxide  (CO2): all atoms are surrounded by 8 electrons, fulfilling the  octet rule.Single Bond A single bond is when two electronsone pair of electronsare shared between two atoms. It is depicted by a single line between the two atoms. Although this form of bond is weaker and has a smaller density than a double bond and a triple bond, it is the most stable because it has a lower level of reactivity meaning less vulnerability in losing electrons to atoms that want to steal electrons. Double Bond A Double bond is when two atoms share two pairs of electrons with each other. It is depicted by two horizontal lines between two atoms in a molecule.This type of bond is much stronger than a single bond, but less stable; this is due to its greater amount of reactivity compared to a single bond. Triple Bond A Triple bond is when three pairs of electrons are shared between two atoms in a molecule. It is the least stable out of the three general types of covalent bonds. It is very vulnerable to electron thieves! Polar covalent bond A Polar Covalent Bond is created when the shared electrons between atoms are not equally shared. This occurs when one atom has a higher electronegativity than the atom it is sharing with.The atom with the higher electronegativity will have a stronger pull for electrons (Similar to a Tug-O-War game, whoever is stronger usually wins). As a result, the shared electrons will be closer to the atom with the higher electronegativity, making it unequally shared. A polar covalent bond will result in the molecule having a slightly positive side (the side containing the atom with a lower electronegativity) and a slightly negative side (containing the atom with the higher electronegativity) because the shared electrons will be displaced toward the atom with the higher electronegativity.As a result of polar covalent bonds, the covalent compound that forms will have an electrostatic potential. This potential will make the resulting molecule slightly polar, allowing it to form weak bonds with other polar molecules. One example of molecules forming weak bonds with each other as a result of an unbalanced electrostatic potential is hydrogen bonding, where a hydrogen atom will interact with an electronegative hydrogen, fluorine, or oxygen atom from another molecule or chemical group.Non polar covalent bond A Nonpolar Covalent Bond is created when atoms share their electrons equally. This usually occurs when two atoms have similar or the same electron affinity. The closer the values of their electron affinity, the stronger the attraction. This occurs in gas molecules; also known as diatomic elements. Nonpolar covalent bonds have a similar concept as polar covalent bonds; the atom with the higher electronegativity will draw away the electron from the weaker one.Since this statement is trueif we apply this to our diatomic moleculesall the atoms will have the same electronegativity since they are the same kind of element; thus, the electronegativity will cancel each other out and will have a charge of 0(A. K. A. Nonpolar covalent bond). Bonding in Organic Chemistry Ionic and Covalent bonds are the two extremes of b onding. Polar covalent is the intermediate type of bonding between the two extremes. Some ionic bonds contain covalent characteristics and some covalent bonds are partially ionic. For example, most Carbon-based compounds are covalently bonded but can also be partially ionic.Polarity is a measure of the separation of charge in a compound. A compounds polarity is dependent on the symmetry of the compound as well as differences in electronegativity between atoms. Polarity occurs when the electron pushing elements, left side of the periodic table, exchanges electrons with the electron pulling elements, right side of the period table. This creates a spectrum of polarity, with ionic(polar) at one extreme, covalent(nonpolar) at another, and polar covalent in the middle. Both of these bonds are important in Organic Chemistry.Ionic bonds are important because they allow the synthesis of specific organic compounds. Scientists can manipulate ionic properties and these interactions in order to form products they desire. Covalent bonds are especially important since most carbon molecules interact primarily through covalent bonding. Covalent bonding allows molecules to share electrons with other molecules, creating long chains of compounds and allowing more complexity in life. ASSIGNMENT IN CHEM LEC 1 * Ionic bond * Covalent bond Submitted to: Dr. Juliet Salgados Submitted by: Russhel Aira Dolauta

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).

ACCOR Group's Expansion Strategy Research Paper

ACCOR Group's Expansion Strategy - Research Paper Example 8,121 + 6.8 EBITDAR 2,321 11.4 EBITDAR margin 28.6% 1.2 Operating profit Before tax 907 24.8 The growth rates for the company in revenues for year 2007 were as per the following: Revenues + 6.5% Expansion + 4.3% Impacts of the currency (decline of dollar against Euro) - 2.7% Disposals - 1.3% Growth rate + 6.8% Analysis Amnt In m 9000 - 8000 -7000 - 6000 - - 5000 - 4000 - 3000 - 2000 - 1000 - Revenue EBITDAR Profit (before tax) Graph of the two financial statements; Revenue, EBITDAR, profit (before tax) Year 2004 Year 2007 11 -10 - 9.0 - 8.0 -7.0 - 6.0 - - % 5.0 - 4.0 - 3.0 - 2.0 - 1.0 - Revenue EBITDAR Profit (before tax) Graph of the two financial statements; Revenue (reported change), EBITDAR (reported change), profit before tax (reported change) Year 2004 Year 2007 i. Before implementation of the new strategies As per the above table, the company's profit before taxation amounted to 592 million which was13.2% for that year. In the same year, the company's consolidated revenues shot up by 4.3% which were the same as moving from 295 million to 7,123 million. Not including...While carrying out the research regarding ACCOR group of companies, importance of selecting the appropriate paradigm is emphasized. This includes the opinions on how to carry out the research as well as the necessary approach of data collection and analysis. The methods used to collect the appropriate data included a quantitative data collection approach: getting the relevant data from the company's management information systems where it has provided its financial reports before the implementation of the strategies and after this period. The collected data is then analyzed using tables and charts in order to draw conclusion on whether the strategies made any changes to the company. There is also analysis of the strategies used by two other major rivals of ACCOR group of companies which are used to corroborate the hypothesis to be deductive. Roy 1995As per the above table, the company's profit before taxation amounted to 592 million which was13.2% for that year. In the same year, the company's consolidated revenues shot up by 4.3% which were the same as moving from 295 million to 7,123 million. Not including the effects of transitions in scope of exchange rates and consolidation, the revenues went up by 4.6% for the same year as well as 5.1% in the fourth section of the year. This indicated the company's demand in the group's activities.

Design a Human Resources Plan for the Radiology Dept. of a new Research Paper

Design a Human Resources Plan for the Radiology Dept. of a new small-town hospital - Research Paper Example Performance management focuses on under-performers, but it adapts a positive approach by availing the means for employees to advance their performance or efficiently utilize their abilities. Any organization’s overall performance management system has three sequential stages (Armstrong & Baron, 2005). The first stage is planning this involves determining the behaviors and results that will be expected from every member of the organization. The second step is execution which entails providing feedback, coaching, and guidance during the appraisal period to improve performance. The last step is evaluation which entails identifying and discussing strengths and weaknesses during the appraisal period (Grote, 1996). To map out performance management for the radiology department, the manager requires a sample evaluation to determine the different goals and performance towards achieving each of these goals. In this case the sample evaluation will also provide a means of rating individual performance under the different performance measures. The merit plan determines the score under each of the discussed competences. The merit plan provides the final score and position of the employee based on the predetermined goals (competencies) this is essential in determining follow-up action such as training, promotion or rewards. Employee recognition programs can enhance employee relations by communicating that the organization cares about its employees’ ideas and is willing to reward them for their efforts. WorldatWork and RPI carried out a research on employee recognition programs and underlined that companies which employ the programs retain their best and brightest employees. According to RPI, recognition is one of the most effective ways to reinforce an organization’s culture, support its objectives, and retain top performer. Looking at these proven

Microwave Power Transmission Essay Example for Free

Microwave Power Transmission Essay Microwave power transmission (MPT) is one of the applications of microwaves to transmit power from one place to another place without the need for wires. It is the type of the Electromagnetic Radiations, one of the wireless energy transfer methods. Introduction: Firstly, we will talk about the term Microwaves, Microwaves can also be termed as Radio waves having wavelengths ranging from one millimeter to one meter and the frequencies from 300MHz to 300GHz. These are also known as millimeter waves. These waves can also be used for power transmission in such a way, by converting DC power to microwaves and then by using antenna, these are transmitted, and after that rectenna receive those waves and converts them into DC again which can be further inverted into AC. The basic components include microwave source, an antenna for transmission, and a rectenna as a receiver. It has many applications such as it is used for power supply purpose in orbital lift space ships. Discussion: After the World War II, we saw the development in high-power microwave emitters, also known as Cavity magnetrons, and this lead to the idea of using microwaves for power transmission. In 1964, William C. Brown demonstrated the working of rectenna in helicopter as it converts microwave power into electricity, and is capable of achieving high efficiencies – over 90%. Now it is commonly used for transferring energy to the surface of earth from solar power satellites. Numbers of researches are made. In 2008, an experiment of long range power transmission was performed and successfully transmitted 20 watts up-to 92 miles. Conclusion: Microwave Power Transmission is very efficient way of transferring power from one place to another, wirelessly. With the passage of time, its applications in daily life are increasing because of its efficiency. It is also perceived by the people that microwaves are very dangerous as they are used in microwave ovens but, it would be safe enough as the power level would be equal to the leakage but slightly more than the leakage from the cell phones. It has been also researched on multiple generations of animals by exposing them to microwave radiations of high intensity but no health issue was found.

The Glamorous Spy in Films Such as Casino Royale and Mission Impossible

Introduction - Content Films such as Casino Royale and Mission Impossible are both culturally significant to how people’s general opinions of spies and the profession of espionage. Ian Flemings Bond movies are the longest running film series ever and this helps the perception and opinions of the films to be passed on from generation to generation. So far six actors have taken on the role of James Bond and all were significant super fit good-looking and popular actors. This only helps to increase the popularity of the films and now that the cinema is public it means people of all ages go to watch these films with family and friends. Many films and actors have taken on similar storylines and characters to that of the Bond films such as Johnny English and the Austin Powers: International Man of Mystery films put a lighter, humorous side to the real life dangers that spies face in reality. Also films such as the Alex Rider books based Stormbreaker and the agent Cody Banks films attract a different audie nce than the Bond films in a way because they use young actors and actresses to put across a more understandable and sometimes more watchable film for the younger audience. The Mission Impossible films were based on a 1960’s television show of the same name. Tom Cruise would have been deliberately chosen to take the lead character role in these films. Like the Bond actors this increases interests in the film and also makes the general view and activities of espionage seem glamorous but yet action packed. These films also use the public’s great anticipation and fear of terrorists in these films to engage people and also the films often cleverly use the publics sensitive fear of modern day terrorism to make the films more serious, ... ... violent chase scenes and almost unreal stunts to attract the audience to the films. He uses glamorous gadgets and good looking women also to give the impression that the spies live a fault free life full of wonderful assets. The music used in espionage films is very suited to the style and pace of the films themselves. Every theme tune is very fast, dramatic and striking and makes the audience feel on edge at the start of the film. Often the theme tune is repeated in some form throughout the main action scenes in the film. Many of the signs such as the gunshots, explosions and police sirens make these films suspense action thrillers. I think that the way that the directors use the certain signs to help glamorise the life of spies is clever and very appealing to the audience. This is why these espionage thrillers are so popular among people of different ages.

An Analysis of Freud’s Critique of Religion Essay

In his book Future of an Illusion, Sigmund Freud critique uses his method of psychoanalysis on religion. By comparing the relationship between human and religion to that of a child and his parents Freud effectively demonstrates that religion is a product of the human mind. After exposing religion as a an illusion Freud concludes that humanity will be better off when it has forgone religion. This paper will argue that Freud’s assertion that religion is an illusion is correct because of it’s blatantly traceable evolution through the history of the human civilization and psyche. The first argument that Freud makes in his assault on religion regards civilization. Freud argues that human civilization arose as a result of mankind’s needs to protect itself from nature. â€Å"It was precisely because of these dangers with which nature threatens us that we came together and created civilization.† (Freud 19) As a result of the need for organization and manpower to prepare defenses against nature, the instincts of men had to be controlled. He furthers this argument by saying that two human traits, laziness and the unwilling nature of the masses to listen to reason are responsible for the necessity of the rule of law. Freud then describes the various methods of coercion that can be employed by civilization to halt instinctual privation. The most important of which he points out as being religion. The main reasons that Freud ranks religion as being/having been the most important tool in civilization are it’s ability to explain the various inequities and inexplicable phenomena that afflict human civilization. Freud points out how ancient civilizations used religion to â€Å"humanize† nature. By making these natural terrors beings that could be dealt with just like men it allowed people the chance to react to and have the illusion of influence on nature. He also illuminates with slight sarcasm how convenient religion is in it’s ability to rectify all the trials and tribulations of life for us. â€Å"Everything that happens in this world is an expression of the intentions of an intelligence superior to us, which in the end, though its ways and byways are difficult to follow, orders everything for the best.† (Freud 23) The existence of this divine creature who creates justice for us ensures that the masses will not stray from the laws and tenets of religion  and society for fear of being judged by this entity. Religion is also valuable to civilization for it’s ability to explain death. Thanks to religion, death became something other than simply the termination of a life. Death stopped being the end and was recasted into the role of a doorway to another existence. As though knowing that the continuation of life were not enough, religion furthers it’s own appeal by promising that the afterlife will be better than life on Earth. The afterlife itself also serves a function as well. A desire to gain entry into this afterlife will cause many of the masses to renounce their instincts. Another argument Freud makes is how religion is an attempt to fill in the gaps where civilization and the pursuit of life cannot make individuals happy. He says that, â€Å"The urge to rectify the shortcomings of civilization which made themselves painfully felt† is fulfilled by religion. (Freud 27) This can be seen throughout modern society in many different forms. It is telling that quite often individuals who are extremely ill, paralyzed, poor, or otherwise frowned upon by civilization and culture tend to be more religious. Later Freud turns his argument to the legal historical proof surrounding religions. Using an analogy of a child learning geography and simply accepting on faith that the places he sees on a map exist rather than going on a journey around the world, Freud attacks religious doctrines. He does this by pointing out that though the child takes on faith what he sees on the map, he could take a journey around the world and see for himself that these places indeed exist. He then applies this same manner of thinking to religious doctrines when he asks what these kind of claims these doctrines are founded on and why we should believe them? The answers he says are that they were believed by our ancestors and that it is forbidden to question them. Freud points out that it is the latter point which highlights society’s own awareness of â€Å"the insecurity of the claim it makes on behalf of its religious doctrines.† (Freud 33) The own paranoia that religions have of even questioned shows how much they realize that their beliefs do not follow reason. As Freud shows us the early church recognized this all too well when it instituted a doctrine that maintained that religious doctrines  do fall under the microscope of reason. The most common religious document of all time, The Bible, holds a particular Proverb that further illustrates the paranoia or religion against reason. â€Å"Trust in the Lord with all your heart and lean not on your own understanding†. (Proverbs 3:5) Another important concept that Freud uses to critique religion can be found in his broad background in psychology. He alludes greatly the Oedipus complex in his dealings with God and the individual. According to Freud, humankind is similar to a child who needs to be protected and supported in his/her everyday life, thus he/she sees God as supportive, protective father. Freud gives his own theories far too much justice in this regard. One does not need to regard God as a father-figure to believe in him. There are many people who believe in God but do not accept God as a beneficent omnipotent being. However, we cannot say that Freud in his genius could not apply psychoanalysis to these other divinations of God and rectify them to individual situations. Freud’s best argument in favor of religion’s existence as an illusion is when he describes the convenient nature of religion to particular times of civilization. Freud says that we know approximately at what periods and by what kind of men religious doctrines were created. He also argues that it is very telling how religion tells us almost exactly what we want to hear. â€Å"We shall tell ourselves that it would be very nice if there were a God who created the world and was a benevolent providence, and if there were a moral order in the universe and an afterlife; but it is a very striking fact that all this is exactly as we are bound to wish it to be.† (Freud 42) Freud’s assertion that religions are in fact illusions created to deceive men into reunouncing their instincts for the advancement of civilization is based entirely on generalizations about all religions. These generalizations, however, can be well supported when one looks back throughout history. Religion could easily be compared to a chameleon that changes it’s color to fit whatever the needs of civilization are to survive. It is ironic that religion can be traced throughout history as being so adaptable given the intransigent foundations of religion. Whether or not religions really are illusions as Freud’s ultimate conclusion states, there is undoubtedly a clear link between religion and the evolution of civilization. A fantastic example of religion changing it’s color in order to better fit the evolution of civilization can be seen in the ancient Order of the Knights of the Temple Mount or Knights Templar. The Knights Templar in the middle ages were created to be the shock troops for Europe’s holy war against the infidels. When this war was lost and the military arm of the knights were no longer needed, the organization was systematically eliminated. It’s leaders were charged with heresy and killed and it’s wealth was confiscated, simply because the organizations purpose no longer coincide with church doctrine. Another great example of religious adaptability can be seen in the evolution of Christianity in Rome. As the old religions in Rome were in decline and material decadence had taken over, Christianity appeared over the horizon as one of the saving graces of the Roman empire. As the threat from barbarians grew in on the empire’s borders grew, so did Christianity place in Rome. It was eventually elevated to being the state religion under the empire Diocletian. Even Christianity would not be able to save Rome from the barbarian hordes. In their hour of defeat Romans were undoubtedly able to pray and ask for salvation from Christ. It is interesting that such a doctrine would arise shortly before a time of annihilation. Finally, it is important to note the role of religion in capitalism. Capitalism, as pointed out by Marx, is a vastly unfavorable system of economy for many people. While some would argue that it allows people the freedom make their own destinies, others would say that capitalism traps some in a cycle of poverty. Either way, those who are born poor are in a highly disadvantaged situation to those who are rich. That is, in this world. With religion and the afterlife, all are on an equal playing field. In fact, the poor even have quite an advantage. â€Å"It is easier for a camel to pass through the eye of a needle than for a rich man to enter the kingdom of God† (Matthew 19:24). This type of thinking has been fundamental for the stability of capitalism throughout history. No amount of earthly wealth  could ever compare to the golden paved streets of heaven and eternal bliss. Freud’s critique of religion demonstrates the disturbing correlations between religion and civilization and shows us the true motives behind religions existence. Freud proves that religion was a product of the human necessity to protect itself from nature and the need that arose from there to stop our own instincts from destroying our creations. In conclusion, Freud disproved the claims of religious doctrines as being divinely originated, but he did not disprove God. His belief that it was time for civilization to grow up from religion may be correct but it will never happen. Religion is far too embedded in civilization to ever be removed by simply showing the educated it’s true purpose. Like life on this planet, religion has adapted to whatever environment our 8000 year old civilization has placed it. Even if everyone knew religion to be nothing but an illusion, that knowledge alone would not be enough to make that illusion disappear from the psyche of humanity. People would have to have a conscious desire to not believe in religion for it to be eliminated. This desire to discover the truth would be outweighed by the desire of a majority of humanity to rectify the inexplicable world of death and injustice to their own lives.

Can Money Buy Happiness

In our society, people often put great emphasis on materials and possessions. Many believe that having more money would make them happier in life; but does money really provide true happiness? Having the money to provide food, clothing, and shelter is essential for everyone’s well-being and happiness, but after those basic needs are fulfilled more money just offers materials not necessarily happiness. There are many ways I think money does buy happiness. Money increases quality of life which in turn buys happiness. This is only true if one lives within his means, lives a modest life style and pursues happiness the right way. I think most people believe happiness is bought in a store. People overestimate how much pleasure they’ll get when they buy something luxurious. We really don’t need all these extravagant luxuries around us. Are they necessities to life? Are they just things to show your vanity? Or are they just trying to keep up with the Jones’s? In today's materialistic world, the phrase that ‘money can't buy happiness' is tending to be proved hence otherwise. Social research and surveys have shown results based on an individuals income, health and the political scenario which is dominant in his or her region. It is quite obvious that the gap between the privileged and the not so is growing into a great divide giving rise to different class and status, thus defining ones social circle. It should therefore be understood how an individual’s economic status affects their personal happiness throughout all aspects of life. Many tend to refer to this age-old quote especially when they tend to belong to sector of people who can't afford the modern day luxuries of life. What they do not realize is that money, might in fact do just that, buy happiness. On the other hand, those who have pockets as heavy as themselves think that money Is nothing but a burden and a complication in life, which is too networked to figure out. First of all, a comfortable life can be brought if we are rich. Nowadays, it is not uncommon to see people complain about their low standard of living. The low educated groups always have to worry about their living. They may worry about losing their jobs as they always work as low skilled workers. Their jobs are not stable at all. They may not be able to cope with their daily lives, let alone being happy. Under such circumstances, money can buy happiness. If they have got more money, they no longer have to worry all the time. The idea of money buying happiness is interesting. Yes, most people feel they do need more money to be happy, but what is that â€Å"happiness† they are speaking of? If that idea means owning newer appliances than before, then money can buy you happiness. If that idea is going out to eat dinner more often, then money can buy you happiness. But, if happiness is truly living one's life to the fullest, then money cannot buy happiness. People know that this idea of happiness is materialistic and shallow, and they are quick to point it out in others, but cannot see it in themselves. Money cannot buy happiness, unless happiness is measured by possessions. Happiness from money is very short lived. While the happiness of people who receive large sums of money might rise immediately after they receive that money, that happiness declines to only slightly above or equal to their level of happiness before the money came to them. Different people have different beliefs of what happiness really is. However, money is often the bane of happiness, as is evidenced that affluent societies are often considerably more unhappy than poorer (not necessarily poverty stricken) countries. This is a sign that too little, or too much money is not a good thing. A balance needs to be struck between earning money and more fulfilling activities. This is because happiness is not a state to be ‘achieved’ but a virtue, and all happiness is relative. Happiness is a virtue. Happiness cannot be ‘achieved’ or ‘attained’ through earning money. Money can be seen as the opposite of happiness. The rich often wield power, due to their wealth, which in turn corrupts their morals.

Blackwater Draw - 12,000 Years of Hunting in New Mexico

Blackwater Draw - 12,000 Years of Hunting in New Mexico Blackwater Draw is an important archaeological site associated with the Clovis period, people who hunted mammoths and other large mammals in the North American continent between 12,500–12,900 calendar years ago (cal BP). When Blackwater Draw was first inhabited, a small spring-fed lake or marsh near what is now Portales, New Mexico was populated with extinct forms of elephant, wolf, bison, and horse, and the people who hunted them. Generations of many of the earliest occupants of the New World lived at Blackwater Draw, creating a layer cake of human settlement debris including Clovis (radiocarbon dated between 11,600–11,000 [RCYBP]), Folsom (10,800–10,000 years BP), Portales (9,800–8,000 RCYBP), and Archaic (7,000–5,000 RCYBP) period occupations. History of Blackwater Draw Excavations Evidence of the earliest occupation at what was to be known as the Blackwater Draw site was sent to the Smithsonian Institution in 1929, but full-scale excavation didnt happen until 1932 after the New Mexico roads department began quarrying in the neighborhood. Edgar B. Howard of the University of Pennsylvania Museum conducted the first excavations there between 1932–33, but he was hardly the last. Since then, excavators have included many of the best archaeologists in the New World. John L. Cotter, E. H. Sellards and Glen Evans, A.E. Dittert and Fred Wendorf, Arthur Jelinek, James Hester, and Jerry Harbour, Vance Haynes, William King, Jack Cunningham, and George Agogino all worked at Blackwater Draw, sometimes ahead of the sporadic gravel mining operations, sometimes not. Finally, in 1978, the site was bought by Eastern New Mexico University, who operate a small onsite facility and the Blackwater Draw museum, and to this day conduct archaeological investigations. Visiting Blackwater Draw Visiting the site is an experience not to be missed. In the intervening millennia since the prehistoric occupations of the site, the climate has dried out, and the remnants of the site now lie 15 feet and more below the modern surface. You enter the site from the east and wander down along a self-guided path into the depths of the former quarry operations. A large windowed shed protects the past and current excavations; and a smaller shed protects a Clovis-period hand-dug well, one of the earliest water control systems in the New World; and one of at least 20 total wells on-site, mostly dated to the American Archaic. The Blackwater Draw Museum website at Eastern New Mexico University has one of the best public programs describing any archaeological site. Go see their Blackwater Draw website for more information and pictures of one of the most important Paleoindian archaeological sites in the Americas. Selected Sources Andrews, Brian N., Jason M.  Labelle, and John D. Seebach. Spatial Variability in the Folsom Archaeological Record: A Multi-Scalar Approach. American Antiquity 73.3 (2008): 464–90. Print.Boldurian, Anthony T. Clovis Type-Site, Blackwater Draw, New Mexico: A History, 1929–2009. North American Archaeologist 29.1 (2008): 65–89. Print.Buchanan, Briggs. An Analysis of Folsom Projectile Point Resharpening Using Quantitative Comparisons of Form and Allometry. Journal of Archaeological Science 33.2 (2006): 185–99. Print.Grayson, Donald K., and David J. Meltzer. Revisiting Paleoindian Exploitation of Extinct North American Mammals. Journal of Archaeological Science 56 (2015): 177–93. Print.Haynes, C. Vance and James M. Warnica. Geology, Archaeology, and Climate Change in Blackwater Draw, New Mexico: F. Earl Green and the Geoarchaeology of the Clovis Type Site. Eastern New Mexico Contributions in Anthropology 15, 2012Seebach, John D. Stratigraphy and Bonebe d Taphonomy at Blackwater Draw Locality No. 1 During the Middle Holocene (Altithermal). Plains Anthropologist 47.183 (2002): 339–58. Print.

Diversity and Tension in Collectives and the Opportunities for Essay

Diversity and Tension in Collectives and the Opportunities for Solutions that can Strengthen a Brand Community - Essay Example A brand community will include consciousness of kind in which connections within the community define them in contrast to those outside of the community, rituals and traditions which will support the history, culture, and consciousness of the community, and a sense of duty or obligation in which both the needs of the community and the needs of the individual are integrated (Cova, Kozinets, & Shankar, 2007). In understanding the differences and tensions within a collective, a business can find ways to create integrated solutions that will expand the experience of a consumer as they are making their choices so that individual needs are fulfilled, as well as collective goals. Package Solutions In the search for ways in which to connect to consumers, often times it is best to approach the needs through provisions of solutions that can create many outcomes. This concept, as suggested by Epp and Price (2011) develops an experience through mass product and service production for the individ ual that can be integrated to fit a group of needs. Each need is addressed in order to make the whole experience satisfactory. As an example, Epp and Price (2011) quote from Sawhney (2006) for the way in which Kodak has approached the changing market and the needs of their customers. Instead of focusing on just providing digital camera solutions, they have approached a spectrum of needs through image software, photo printing at home, and the need to utilize the photographs for keeping memories. Through the concept of collectivity, the goods and services that a company provides being diverse enough that a customer can examine what they want from their product and put together a package of items that is unique and suits all of their needs. Epp and Price (2011) suggest that a company should â€Å"account not only for individual goals but also for relational and collective goals† (p. 36). In order to do this, integration is the format that will give a great deal of success for a company. Epp and Price (2011) state that â€Å" The term ‘integration’ refers to the processes of bringing together potentially diverse products and services in a way that creates value† (p. 36). In other words, in order to serve customers, Kodak would not seek out a way to combine their digital cameras with a good frozen fish product. The purpose of integration is to take related concepts and put them together so that a personalized ‘package’ can be created. Integration is the key to providing value to a customer in promoting new products from the point of associations that have been made to a brand. In creating the ‘package’ of products for a consumer, brand loyalty often follows, assuring that the consumer uses the products that fit together in a meaningful way that adds value to their experience. This type of affective commitment serves the interests of a firm in that the consumer will not feel satisfaction when a substitute product is used, bringing them back towards the brand where they have placed loyalty. The connection that is made between the emotional and the cognitive process when making choices towards a ’package’ of goods and services

Graham T. Allison Research Paper Example | Topics and Well Written Essays - 750 words

Graham T. Allison - Research Paper Example national security and defense policy with a special interest in terrorism. He was an assistant secretary of defense in the first Clinton Administration. As director of BCSIA, Dr. Allison has assembled a team of more than two dozen leading scholars and practitioners of national security to analyze terrorism in its multiple dimensions†2. He catapulted to fame from the books that he wrote all involving foreign policy decision making, terrorism, and other conceptual models that became bestsellers. Contributions In the field of public management, Lynn (2001) cited the contention of Allision in a seminal article that emphasized, ‘The effort to develop public management as a field of knowledge should start from problems faced by practicing public managers’3 .From among his notable books were: his first book, the â€Å"Essence ofDecision: Explaining the Cuban Missile Crisis (1971), was released in anupdated and revised second edition (1999) and ranks among the all-time be stsellerswith more than 450,000 copies in print. His latest book, Nuclear Terrorism:The Ultimate Preventable Catastrophe, is now in its third printing and wasselected by the New York Times as oneof the ‘100 most notable books of 2004’†4.The three models of decision-making were deemed to be based on different levels of analysis. The Rational Actor or Unitary Government model assumed that the presence of the following factors: â€Å"unitary optimizing actor; government as a black box; government processes information according to the rules of optimizing rational action; complete information;and the internal structure of decision-making are based on rationality†5. The Organizational Process Model takes into perspectives the goals of the organization to be well defined and established; the choices are restricted on SOPs; where mission statements are explicitly stated and strategies and policies are directed towards the defined mission; and activities are depend ent on the resources and budget of the organization. Finally, the Governmental Politics Model, also called bureaucratic politics or government bargaining model, identified assumptions that focused on key individual decision makers as the unit of analysis; consider both formal and informal networks of power and communication as contributory and influential in decision-making; and where government action presupposed political bargaining process has been undertaken by various key players; to name a few. The different books that have contributed to expanding the knowledge of practitioners in the field of public management and foreign policy decision making are as follows: Avoiding Nuclear Anarchy; Bureaucratic Politics; Conceptual Models and the Cuban Missile Crisis; Essence of Decision; Fateful Visions; Remaking foreign policy; Windows of Opportunity and the latest, Nuclear Terrorism:The Ultimate Preventable Catastrophe6 . The Belfer Center for Science and International Affairs John F. Kennedy School of Government (BCSIA) (2004) has acknowledged the recognition and awards attributted to Allison as follows: â€Å"He served as Special Advisor to the Secretary of Defense under President Reagan and as Assistant Secretary of Defense in the first Clinton Administration, during which Dr. Allison received the Defense Department's highest civilian award, the Defense Medal for Distinguished Public Service, for "reshaping relations

Risk Management Assignment Example | Topics and Well Written Essays - 750 words

Risk Management - Assignment Example SFC developed a risk matrix of the possible risks likely to occur during the implementation of the project detailing the mitigation measures. SFC currently has other projects that are not completed. If it wins the contract, the schedule of the other projects will be interfered. SFC cannot afford to lose the contract for the City project because of the proceeds expected from its completion. Mitigation measure for the risk, SFC has decided to discuss with the other clients and come up with a new realistic schedule to complete the homes. It will be beneficial to SFC to winning their customers trust and loyalty. The two employees present at SFC will not be enough to complete the current projects and that for Gig city. The employees will be strained making them inefficient in delivering quality services to the client especially that for constructing tourism facilities. This will risk SFC in failing to win future contracts from the Gig Harbor Council. SFC has identified hiring of new personnel will be the suitable mitigation measure for this risk. There is also a possibility of the prices construction materials to increase this is due to the booming construction business, thus high demand for the materials. An increase the cost of materials will have an adverse impact on the company since it was not budgeted for, during the planning stage. SFC identifies this risk as severe since it will not only affect the construction of tourism facility but other projects. The mitigation for this is to liaise with finance companies, who will step in during a financial crisis. SFC has a duty to protect its reputation for the City project and therefore reducing material requirement will result to a sub-standard work. If the completion of the construction of tourism facilities does not meet deadline, then SFC management should make an effort to discuss with the Council prior the actual deadline. It will make the Council aware and also gain trust from