What is the effect of the global economic crisis on hotel businesses Essay

What is the effect of the global economic crisis on hotel businesses throughout Switzerland - Essay Example It is organized as follows. Section 2 discusses the international trends regarding the impact of global financial crisis on the performance of luxurious hotels. Section 3 discusses the impact of global financial crisis on the luxurious hotels in Switzerland. Section 4 discusses the impact of global financial crisis on the visits of guests particularly foreign guests in the hotels. Section 5 discusses the impact of global financial crisis on the unemployment trends in the Switzerland hotel market. Section 6 concludes the report. Since the tourism market, particularly the hotel business is the part of a country’s overall economy, all the major conditions in the overall economy are likely to have an impact on this market also. The trends in the European market show that there has been heavy decline in the investment in the hotel investment market all over Europe .It was the highest in the UK market followed by France and Germany. There has been heavy decline in the hotel occupancies and the unemployment rates all over the European market ((BNP Paribas real estate, 2009). In Switzerland, tourism is considered as one of the main contributor’s to the country’s wealth and hotel businesses are important components of the tourism industry(OECD,2000). The luxurious hotels in Switzerland have been attracting tourists from all over the world historically. However, in the aftermath of the global financial crisis in 2008, there has been a significant fall in the demand for luxury goods since people had to save money for essential goods like food, housing etc. This has led to a drop down in the luxurious hotel businesses in Switzerland. Hence, though it is reported that the hotel industry in Switzerland has recorded 37 million overnight stays in 12 months at October end greater than the 12 months period in the last year, according to reports ,a 3 percent fall in the overnight stay

Elijah The Prophet In The Bible Religion Essay

Elijah The Prophet In The Bible Religion Essay Faierstein, Morris. Why do the Scribes Say That Elijah Must Come First? Journal of Biblical Literature. 100.1 (1981), pp. 75-86. Print. This resource would be vital for research as it looks at the controversy surrounding Elijahs accession to heaven and its meaning. It provides a different approach to the understanding of some of the most vital events surrounding Elijahs life. Penninger, Harold. Walking with God. New York: TEACH Services, Inc., 1996. Print. Elijahs story is well explored by the author of this book; Harold Penninger. Although the author discusses in depth the experiences of some of the icons in the Bible who, as the author puts it followed in the Gods footsteps, the Elijahs story is well explored in two parts; Part I and Part II giving the reader a vivid insight into his life and works (Penninger 51). The author stirs interest into this story by quoting important events both in the Old Testament and in the New Testament which would trigger any serious bible student to look into the life of Elijah. First, he quotes that he appeared in the New Testament during the transfiguration of Jesus, and secondly, Elijah is among the few people in the bible who were taken from this world before seeing death. Among other events surrounding Elijahs death, the writer looks into all including his miracles, his fight with King Ahab and the rise of Baal. Of the controversial aspects about Elijah, the writer points out the view of the bible students who view him as a prototype of john the Baptist. The description the bible gives regarding Elijah fits almost the same as the description given for John the baptism (Penninger 57). Part II of the Elijahs story gives mainly the encounters of Elijah and the Baal prophets and King Ahab. This book would be quite useful for anyone doing research work as it not only explores Elijahs life, but it is also provides a critical review raising important insights which might be useful for deeper understanding. Wood, Norman. Bible Characters for Your Weekly Bible Study. Virginia: Weekly Bible Study Resources. 2010. Web. This is a Christian website intended to help readers of the bible in bible study. It does not give an overview of Elijahs life or work but is rather specific to some aspects of his life. Although based on the bibles scriptures, this source gives wide information regarding Elijah and Elisha and some of the details from the historical books not necessarily included in the bible. It also explores other aspects of the Israel culture as mentioned in other scriptures which would be very beneficial for any reader seeking to understand the bible well (Wood  ¶ 21). For instance, Elisha asked for a double portion from Elijah as he was about to depart to heaven. This was according to the Israel traditions where the father gave the first born son double share of his possessions since he was supposed to be the successor as mentioned and elaborated earlier in Deuteronomy. This website reveals much about Elijahs relationship with Elisha and the events surrounding the succession of Elijahs work. The fact that this source mentions and quotes materials from other sources and other writers including published papers and journals like Christian Science Sentinel and Christian Science Journal makes it an ideal material for anyone doing research project on the topic (Wood  ¶ 21). It does not focus on merely exploring Elijahs work and life, but seeks to bring out the best understanding of Elijah as a person and as a prophet clearly interpreting all the mysteries and events surrounding his work. Elisha, being his successor is also mentioned and their interaction detailed clearly. The reader is not only gains explanations, but is also allowed to think, consider and challenged to reconsider his/her stand and understanding.

Comparing Power in Browning’s My Last Duchess and Cheever’s The Five-Forty-Eight :: comparison compare contrast essays

Power in Browning’s My Last Duchess and Cheever’s The Five-Forty-Eight  Ã‚        Ã‚  Ã‚   "That’s my last Duchess painted on the wall," begins Robert Browning’s "My Last Duchess" (594). The Duke of Ferrara, Italy makes a dramatic monologue to the count’s representative in poetic form. The count, being a friend of the Duke’s, has offered to provide the Duke’s next wife. The Duke informs the representative of all the habits he found annoying in his former Duchess as an instruction of the customs his next wife should and should not do; or she will find the same fate as his previous wife. He found these habits so annoying that he had her killed. The power that the Duke has starkly contrasts with the helplessness Miss Dent feels in John Cheever’s "The Five-Forty-Eight." Blake hires Miss Dent as his secretary, after she has been in the hospital for eight months. She is very grateful to Blake for giving her the position because she has had a difficult time finding a job due to her prolonged stay in the hospital. Miss Dent fo rms an affection for Blake, who uses her vulnerability to carry on a one-night stand with her. The next day he has her fired while she is at lunch and he then takes the afternoon off from work. Miss Dent tries to contact Blake every day for the next few weeks, but he avoids her until she finally confronts him in hostility. The presence or absence of power in Miss Dent’s or the Duke’s lives is the impacting factor in their personalities, "love lives," and the concluding results each of them gains. Power, or the lack of it, forms the Duke’s and Miss Dent’s personalities. The Duke achieves his initial power from his materialistic strengths. A few of these are emphasized in lines 27-29 at which point he states "The bough of cherries some officious fool/ Broke in the orchard for her, the white mule/ She rode with round the terrace" (594). His home life includes an assemblage of servants and maids, whom he passingly refers to as "officious fool[s]." He has an enormous house that extends onto a terrace, where the Duchess rides her white mule, and then on into an array of gardens, from these orchards her cherries are picked. Not so fortunate is Miss Dent who lives in "a room that seem[s]...like a closet" (81). Comparing Power in Browning’s My Last Duchess and Cheever’s The Five-Forty-Eight :: comparison compare contrast essays Power in Browning’s My Last Duchess and Cheever’s The Five-Forty-Eight  Ã‚        Ã‚  Ã‚   "That’s my last Duchess painted on the wall," begins Robert Browning’s "My Last Duchess" (594). The Duke of Ferrara, Italy makes a dramatic monologue to the count’s representative in poetic form. The count, being a friend of the Duke’s, has offered to provide the Duke’s next wife. The Duke informs the representative of all the habits he found annoying in his former Duchess as an instruction of the customs his next wife should and should not do; or she will find the same fate as his previous wife. He found these habits so annoying that he had her killed. The power that the Duke has starkly contrasts with the helplessness Miss Dent feels in John Cheever’s "The Five-Forty-Eight." Blake hires Miss Dent as his secretary, after she has been in the hospital for eight months. She is very grateful to Blake for giving her the position because she has had a difficult time finding a job due to her prolonged stay in the hospital. Miss Dent fo rms an affection for Blake, who uses her vulnerability to carry on a one-night stand with her. The next day he has her fired while she is at lunch and he then takes the afternoon off from work. Miss Dent tries to contact Blake every day for the next few weeks, but he avoids her until she finally confronts him in hostility. The presence or absence of power in Miss Dent’s or the Duke’s lives is the impacting factor in their personalities, "love lives," and the concluding results each of them gains. Power, or the lack of it, forms the Duke’s and Miss Dent’s personalities. The Duke achieves his initial power from his materialistic strengths. A few of these are emphasized in lines 27-29 at which point he states "The bough of cherries some officious fool/ Broke in the orchard for her, the white mule/ She rode with round the terrace" (594). His home life includes an assemblage of servants and maids, whom he passingly refers to as "officious fool[s]." He has an enormous house that extends onto a terrace, where the Duchess rides her white mule, and then on into an array of gardens, from these orchards her cherries are picked. Not so fortunate is Miss Dent who lives in "a room that seem[s]...like a closet" (81).

British Politics and Society Essay

– Between 1947-51, there was a considerable degree of economic recovery from the severe crisis of 1945-57. – Nationalisation of key industries, and creation of the welfare state – Ernest Bevin’s work as the Foreign Secretary ensured continuation of ‘ special relationship’ with USA and the formation of NATO – After losing power in 1951, labour only had two terms until Tony Blair’s landslide victory in 1997 – History of British politics & society between 1951 – 1997 was framed by Attlee’s govt and the beginning of Blair’s administration. Trends& Developments – 1951 – 1973 sustained periods of employment & relative popularity – the long post-war boom – 1973 – 1979 oil price crisis – 1979 – 1990 Thatcherism, industrial unrest, and privatisation of nationalised concerns. – Post-war years= extensive social & cultural change, with emergence of a youth culture, the advance of women, vast developments in the mass media & the growth of multiculturalism. Politics & Govt – 1951-64 was marked by dominance of moderate Tory govts under Churchill, Eden& Macmillan – Between 1964 – 79, it was a period of mainly Labour govts under Wilson & Callaghan, interrupted by Tory govt, under Heath 1970 – 4. – 1979 – 97 era of ‘Thatcherite’ conservatism – During those years Labour fell into decline due to internal divisions and the formation of SDP – 1969 – 98 problems of security in N.Ireland Foreign Affairs – Period marked by slow & uneven ‘retreat from empire’, with further decolonisation. – Continuance of cold war enhanced Britain’s ‘special relationship’ with USA , whilst relationship with Europe grew more complex – Britain joined EEC 1973 Section 1 – Dilwyn Porter – † that of a ‘post-war consensus’ that the sense of national unity, which developed during and because of ‘People’s War’ was continued and consolidated by Attlee’s government† Legacy of war years – Post-war consensus after WW2 – Attlee, Churchill & Eden worked together in war time coalition – PMs until Wilson in 1964 fought in WW1 – Tony Blair’s background fitted in with Tory mould as well or even better than Heath – Right-winged Tories argued that continuation of Attlee legacy was a tragic ‘socialist’ mistake – Left-winged Bevanites argued Atlee legacy not socialist enough Political Tensions – labour was subjected to a series of intense internal divisions and personality clashes throughout post war history – post war labour didn’t move with the post war consensus – west Germany 1959, key turning point when SPD reformed and dropped Marxist ideology for modernisation and democracy – Thatcher’s successful rebellion against Heath in 1975 marked the conservative party ‘s shift from the post war consensus – Thatcher’s election success marked the degree of part divisions Politics – Tories could hardly be called right winged in the 1950’s – Both Churchill and Eden made radical movements to alter the relationships between the government and the trade unions – Steel industry was denationalised in 1953 – No attempt to reverse what the labour government had done between 1945 – 51 – Macmillan government did more to consolidate the post war consensus than to challenge it – 1959 Macmillan’s government continued to follow centrist policies Economic Policy – continuation of the post war consensus under the government was referred to as ‘butskellism’ – Butler was a key figure in the conservative party (chancellor of exchequer) and was a serious contender for leadership in 1957 – Butler clashed with Bevan over the costs of the NHS – 1963 – Gaitskell became leader of the labour party – Gaitskell had open feuds about with the left wingers in his own party especially over nuclear disarmament – a key feature of butskellism was the ideas that Butler and Gaitskell had much more in common with each other than rival wings in their own parties Foreign Policy – Foreign policy was a major element of the Attlee legacy and the post war consensus which was summed up as ‘ a commitment to maintain both the welfare state and national greatness’ – An issue was the dissatisfaction of the alliance with the USA, and large scale commitments such as the independent nuclear war deterrent and anti soviet policies of the cold war – Labour politicians were sensitive about the claims that the socialism was unpredictable and unreliable and they wanted to prove the opposite – Bevan had battle with the left wing and communists during the thirties – Bevan was a supporter of Churchill and was proud of his successes such as the formation of NATO and wanted to keep their special relationship in good repair – Many left wingers weren’t happy with the policies but were never able to do over turn them – Post war consensus was put under strain due to the Suez crisis – Macmillan read the lessons of the affair and was quick to mend bridges with the US – Macmillan’s wind of change speech led the way to rapid decolonisation across Africa – Macmillan applied to get Britain in the EEC which got declined due to De Gaulle – Under the government of Wilson is when Britain was accepted into the EEC The significance of the 1964 – The labour campaign made much of the theme of modernisation – Public mood of expectancy in 1964 , reflected the sense that 1960’s Britain was going through fundamental social and cultural change – There was no change in political direction, in 1964 the labour governments under Wilson & Callaghan succeed in carrying on with their radical promises – Labour’s policies weren’t that different from what the conservatives would have done and there was emphasis on the economic modernisation – Why were the labour governments between 1964 and 1979 unable to achieve more success? – When Harold Wilson came into power in 1964 optimism among the labour supporters was high, – Wilson seemed to be a talented leader who had a wide support in the country

Jose Rizal

Definition of Measurement Measurement  is the process or the result of determining the  ratio  of a  physical quantity, such as a length, time, temperature etc. , to a unit of measurement, such as the meter, second or degree Celsius. The science of measurement is called  metrology. The English word  measurement  originates from the  Latin  mensura  and the verb  metiri  through the  Middle French  mesure. Reference: http://en. wikipedia. org/wiki/Measurement Measurement Quantities *Basic FundamentalQuantity name/s| (Common) Quantity symbol/s| SI unit name| SI unit symbol| Dimension symbol| Length, width, height, depth| a, b, c, d, h, l, r, s, w, x, y, z| metre| m| [L]| Time| t| second| s| [T]| Mass| m| kilogram| kg| [M]| Temperature| T, ? | kelvin| K| [? ]| Amount of  substance, number of moles| n| mole| mol| [N]| Electric current| i, I| ampere| A| [I]| Luminous intensity| Iv| candela| Cd| [J]| Plane angle| ? , ? , ? , ? , ? , ? | radian| rad| dimensionl ess| Solid angle| ? , ? | steradian| sr| dimensionless| Derived Quantities Space Common) Quantity name/s| (Common) Quantity symbol| SI unit| Dimension| (Spatial)  position (vector)| r,  R,  a,  d| m| [L]| Angular position, angle of rotation (can be treated as vector or scalar)| ? ,  ? | rad| dimensionless| Area, cross-section| A, S, ? | m2| [L]2| Vector area  (Magnitude of surface area, directed normal totangential  plane of surface)| | m2| [L]2| Volume| ? , V| m3| [L]3| Quantity| Typical symbols| Definition| Meaning, usage| Dimension| Quantity| q| q| Amount of a property| [q]| Rate of change of quantity,  Time derivative| | | Rate of change of property with respect to time| [q] [T]? 1| Quantity spatial density| ? volume density (n  = 3),  ? = surface density (n  = 2),  ? = linear density (n  = 1)No common symbol for  n-space density, here  ? n  is used. | | Amount of property per unit n-space(length, area, volume or higher dimensions)| [q][L]-n| Spec ific quantity| qm| | Amount of property per unit mass| [q][L]-n| Molar quantity| qn| | Amount of property per mole of substance| [q][L]-n| Quantity gradient (if  q  is a  scalar field. | | | Rate of change of property with respect to position| [q] [L]? 1| Spectral quantity (for EM waves)| qv, q? , q? | Two definitions are used, for frequency and wavelength: | Amount of property per unit wavelength or frequency. [q][L]? 1  (q? )[q][T] (q? )| Flux, flow (synonymous)| ? F,  F| Two definitions are used;Transport mechanics,  nuclear physics/particle physics: Vector field: | Flow of a property though a cross-section/surface boundary. | [q] [T]? 1  [L]? 2, [F] [L]2| Flux density| F| | Flow of a property though a cross-section/surface boundary per unit cross-section/surface area| [F]| Current| i, I| | Rate of flow of property through a crosssection/ surface boundary| [q] [T]? 1| Current density (sometimes called flux density in transport mechanics)| j, J| | Rate of flow of pro perty per unit cross-section/surface area| [q] [T]? 1  [L]? | Reference: http://en. wikipedia. org/wiki/Physical_quantity#General_derived_quantities http://en. wikipedia. org/wiki/Physical_quantity#Base_quantities System of Units Unit name| Unit symbol| Quantity| Definition (Incomplete)| Dimension symbol| metre| m| length| * Original  (1793):  1? 10000000  of the meridian through Paris between the North Pole and the EquatorFG * Current  (1983): The distance travelled by light in vacuum in  1? 299792458  of a second| L| kilogram[note 1]| kg| mass| * Original  (1793): The  grave  was defined as being the weight [mass] of one cubic decimetre of pure water at its freezing point.FG * Current  (1889): The mass of the International Prototype Kilogram| M| second| s| time| * Original  (Medieval):  1? 86400  of a day * Current  (1967): The duration of  9 192 631 770  periods of the radiation corresponding to the transition between the two hyperfine levels of the ground state of the caesium 133 atom| T| ampere| A| electric current| * Original  (1881): A tenth of the electromagnetic CGS unit of current. [The [CGS] emu unit of current is that current, flowing in an arc 1  cm long of a circle 1  cm in radius creates a field of one oersted at the centre. 37]]. IEC * Current  (1946): The constant current which, if maintained in two straight parallel conductors of infinite length, of negligible circular cross-section, and placed 1  m apart in vacuum, would produce between these conductors a force equal to 2 x 10-7  newton per metre of length| I| kelvin| K| thermodynamic temperature| * Original  (1743): The  centigrade scale  is obtained by assigning 0 ° to the freezing point of water and 100 ° to the boiling point of water. * Current  (1967): The fraction 1/273. 16 of the thermodynamic temperature of the triple point of water| ? mole| mol| amount of substance| * Original  (1900): The molecular weight of a substance in mass grams. ICAW * Current  (1967): The amount of substance of a system which contains as many elementary entities as there are atoms in 0. 012 kilogram of carbon 12. [note 2]| N| candela| cd| luminous intensity| * Original  (1946):The value of the new candle is such that the brightness of the full radiator at the temperature of solidification of platinum is 60 new candles per square centimetre * Current  (1979): The luminous intensity, in a given direction, of a source that emits monochromatic radiation of frequency 540  ? 012  hertz and that has a radiant intensity in that direction of 1/683 watt per steradian. | J| Reference: http://en. wikipedia. org/wiki/International_System_of_Units Scientific Notation Scientific notation  (more commonly known as  standard form) is a way of writing numbers that are too big or too small to be conveniently written in decimal form. Scientific notation has a number of useful properties and is commonly used in calculators and by scie ntists, mathematicians and engineers.In scientific notation all numbers are written in the form of (a  times ten raised to the power of  b), where the  exponent  b  is an  integer, and the  coefficient  a  is any  real number  (however, see  normalized notation  below), called the  significand  or  mantissa. The term â€Å"mantissa† may cause confusion, however, because it can also refer to the  fractional  part of the common  logarithm. If the number is negative then a minus sign precedes  a  (as in ordinary decimal notation). ————————————————-Converting numbers Converting a number in these cases means to either convert the number into scientific notation form, convert it back into decimal form or to change the exponent part of the equation. None of these alter the actual number, only how it's expressed. Decimal to scientif ic First, move the decimal separator point the required amount,  n, to make the number's value within a desired range, between 1 and 10 for normalized notation. If the decimal was moved to the left, append  x  10n; to the right,  x  10-n.To represent the number 1,230,400 in normalized scientific notation, the decimal separator would be moved 6 digits to the left and  x  106  appended, resulting in1. 2304? 106. The number -0. 004  0321 would have its decimal separator shifted 3 digits to the right instead of the left and yield  ? 4. 0321? 10? 3  as a result. Scientific to decimal Converting a number from scientific notation to decimal notation, first remove the  x 10n  on the end, then shift the decimal separator  n  digits to the right (positive  n) or left (negative  n). The number1. 2304? 06  would have its decimal separator shifted 6 digits to the right and become 1 230 400, while  ? 4. 0321? 10? 3  would have its decimal separator moved 3 digits to the left and be-0. 0040321. Exponential Conversion between different scientific notation representations of the same number with different exponential values is achieved by performing opposite operations of multiplication or division by a power of ten on the significand and an subtraction or addition of one on the exponent part. The decimal separator in the significand is shifted  x  places to the left (or right) and 1x  is added to (subtracted from) the exponent, as shown below. . 234? 103  =  12. 34? 102  =  123. 4? 101  = 1234 Significant Figures The  significant figures  (also known as  significant digits, and often shortened to  sig figs) of a number are those  digits  that carry meaning contributing to its  precision. This includes all digitsexcept: * leading  and  trailing zeros  which are merely placeholders to indicate the scale of the number. * spurious digits introduced, for example, by calculations carried out to greater prec ision than that of the original data, or measurements reported to a greater precision than the equipment supports.Inaccuracy of a measuring device does not affect the number of significant figures in a measurement made using that device, although it does affect the accuracy. A measurement made using a plastic ruler that has been left out in the sun or a beaker that unbeknownst to the technician has a few glass beads at the bottom has the same number of significant figures as a significantly different measurement of the same physical object made using an unaltered ruler or beaker. The number of significant figures reflects the device's precision, but not its  accuracy.The basic concept of significant figures is often used in connection with  rounding. Rounding to significant figures is a more general-purpose technique than rounding to  n  decimal places, since it handles numbers of different scales in a uniform way. For example, the population of a city might only be known to the nearest thousand and be stated as 52,000, while the population of a country might only be known to the nearest million and be stated as 52,000,000. The former might be in error by hundreds, and the latter might be in error by hundreds of thousands, but both have two significant figures (5 and 2).This reflects the fact that the significance of the error (its likely size relative to the size of the quantity being measured) is the same in both cases. Computer representations of  floating point numbers  typically use a form of rounding to significant figures, but with  binary numbers. The number of correct significant figures is closely related to the notion of  relative error  (which has the advantage of being a more accurate measure of precision, and is independent of the radix of the number system used).The term â€Å"significant figures† can also refer to a crude form of error representation based around significant-digit rounding; for this use, see  signific ance arithmetic. The rules for identifying significant figures when writing or interpreting numbers are as follows:   * All non-zero digits are considered significant. For example, 91 has two significant figures (9 and 1), while 123. 45 has five significant figures (1, 2, 3, 4 and 5). * Zeros appearing anywhere between two non-zero digits are significant. Example: 101. 12 has five significant figures: 1, 0, 1, 1 and 2. Leading zeros are not significant. For example, 0. 00052 has two significant figures: 5 and 2. * Trailing zeros in a number containing a decimal point are significant. For example, 12. 2300 has six significant figures: 1, 2, 2, 3, 0 and 0. The number 0. 000122300 still has only six significant figures (the zeros before the 1 are not significant). In addition, 120. 00 has five significant figures since it has three trailing zeros. This convention clarifies the precision of such numbers; for example, if a measurement precise to four decimal places (0. 001) is given as 12. 23 then it might be understood that only two decimal places of precision are available. Stating the result as 12. 2300 makes clear that it is precise to four decimal places (in this case, six significant figures). * The significance of trailing zeros in a number not containing a decimal point can be ambiguous. For example, it may not always be clear if a number like 1300 is precise to the nearest unit (and just happens coincidentally to be an exact multiple of a hundred) or if it is only shown to the nearest hundred due to rounding or uncertainty.Various conventions exist to address this issue: * A  bar  may be placed over the last significant figure; any trailing zeros following this are insignificant. For example, 1300 has three significant figures (and hence indicates that the number is precise to the nearest ten). * The last significant figure of a number may be underlined; for example, â€Å"2000† has two significant figures. * A decimal point may be placed afte r the number; for example â€Å"100. † indicates specifically that three significant figures are meant. * In the combination of a number and a  unit of measurement  the ambiguity can be voided by choosing a suitable  unit prefix. For example, the number of significant figures in a mass specified as 1300  g is ambiguous, while in a mass of 13  h? g or 1. 3  kg it is not. Rounding Off Numbers Rounding  a numerical value means replacing it by another value that is approximately equal but has a shorter, simpler, or more explicit representation; for example, replacing ? 23. 4476 with ? 23. 45, or the fraction 312/937 with 1/3, or the expression v2 with 1. 414. Rounding is often done on purpose to obtain a value that is easier to write and handle than the original.It may be done also to indicate the accuracy of a computed number; for example, a quantity that was computed as 123,456 but is known to be accurate only to within a few hundred units is better stated as â₠¬Å"about 123,500. † On the other hand, rounding introduces some  round-off error  in the result. Rounding is almost unavoidable in many computations — especially when dividing two numbers in  integer  or  fixed-point arithmetic; when computing mathematical functions such as  square roots,  logarithms, and  sines; or when using a  floating point  representation with a fixed number of significant digits.In a sequence of calculations, these rounding errors generally accumulate, and in certain  ill-conditioned  cases they may make the result meaningless. Accurate rounding of  transcendental mathematical functions  is difficult because the number of extra digits that need to be calculated to resolve whether to round up or down cannot be known in advance. This problem is known as â€Å"the table-maker's dilemma†. Rounding has many similarities to the  quantization  that occurs when  physical quantities  must be encoded by numbers orà ‚  digital signals. Typical rounding problems are pproximating an irrational number by a fraction, e. g. ,  ? by 22/7; approximating a fraction with periodic decimal expansion by a finite decimal fraction, e. g. , 5/3 by 1. 6667; replacing a  rational number  by a fraction with smaller numerator and denominator, e. g. , 3122/9417 by 1/3; replacing a fractional  decimal number  by one with fewer digits, e. g. , 2. 1784 dollars by 2. 18 dollars; replacing a decimal  integer  by an integer with more trailing zeros, e. g. , 23,217 people by 23,200 people; or, in general, replacing a value by a multiple of a specified amount, e. . , 27. 2 seconds by 30 seconds (a multiple of 15). Conversion of Units Process The process of conversion depends on the specific situation and the intended purpose. This may be governed by regulation,  contract,  Technical specifications  or other published  standards. Engineering judgment may include such factors as: * The  precision and accuracy  of measurement and the associated  uncertainty of measurement * The statistical  confidence interval  or  tolerance interval  of the initial measurement * The number of  significant figures  of the measurement The intended use of the measurement including the  engineering tolerances Some conversions from one system of units to another need to be exact, without increasing or decreasing the precision of the first measurement. This is sometimes called  soft conversion. It does not involve changing the physical configuration of the item being measured. By contrast, a  hard conversion  or an  adaptive conversion  may not be exactly equivalent. It changes the measurement to convenient and workable numbers and units in the new system. It sometimes involves a slightly different configuration, or size substitution, of the item.Nominal values  are sometimes allowed and used. Multiplication factors Conversion between units in the  metric system  can be discerned by their  prefixes  (for example, 1 kilogram = 1000  grams, 1 milligram = 0. 001  grams) and are thus not listed in this article. Exceptions are made if the unit is commonly known by another name (for example, 1 micron = 10? 6  metre). Table ordering Within each table, the units are listed alphabetically, and the  SI  units (base or derived) are highlighted. ————————————————- Tables of conversion factorsThis article gives lists of conversion factors for each of a number of physical quantities, which are listed in the index. For each physical quantity, a number of different units (some only of historical interest) are shown and expressed in terms of the corresponding SI unit. Legend| Symbol| Definition| ?| exactly equal to| ?| approximately equal to| digits| indicates that  digits  repeat infinitely (e. g. 8. 294369  corresponds to  8. 29 4369369369369†¦)| (H)| of chiefly historical interest| ASSIGNMENT IN PHYSICS I-LEC Submitted by: Balagtas, Glen Paulo R. BS Marine Transportation-I Submitted to: Mrs. Elizabeth Gabriel Professor in Physics-Lec Jose Rizal Write a reflection paper tracing the development of Rizal as a reformist who began to work for changes in his country using: a) one (1) work from Rizal As A Reformist b) the Noli Me Tangere Show also the significance of these works on Filipino society today and how it can change today’s trends. Pag-ibig sa Tinubuang Lupa by Dr. Jose P. Rizal (keyword: love of country) Rizal’s Pag-ibig sa Tinubuang Lupa was written in 1882 when Rizal was 21 years old.Rizal was away in Spain for only a month, which may have inspired him to write this literature because he misses his homeland. This work of Rizal is a very significant work of Rizal as a reformist because it expresses his dear love for his native land. As he wrote this literature and felt his love for his country, he builds the foundation of him being a reformist because of the drive to fight for change. Through Pag-ibig sa Tinubuang Lupa, Rizal realizes how much he loves his country and that it has fallen into the wrong gov ernance and that this needs to be changed.Through the lines â€Å"Maging anuman nga ang kalagayan natin, ay nararapat nating mahalin siya at walang ibang bagay na dapat naisin tayo kundi ang kagalingan niya (referring to Philippines)† Rizal explicitly reveals his love for the country and expresses the importance to love and work for the betterment of our homeland. It can also be seen in these lines that even if he is out of the country studying, he will do his part as a Filipino to fight for the rights of every Filipino.Today, this work of Rizal may serve as a reminder for all the people in this country that being a Filipino calls for a duty to serve our native land and fellow citizens. If though Rizal’s work, Filipinos realize their duty as a citizen and love for their country, the Philippines would be a better place to live in and it would be easy to manipulate the society towards a progressive nation. Noli Me Tangere by Dr. Jose P. Rizal Rizal’s well-known no vel entitled Noli Me Tangere is one of his works that clearly expresses Rizal as a reformist.Rizal finished his first novel when he was at the age of 26 years old. The hero was penniless, good thanks to his friend Maximo Viola who supported him and shouldered the publication of this novel, the reason why we have a copy in our hands. In this novel, Rizal conveys his belief that education is very important and is an effective tool for reform in the country. Rizal was very brave to depict the issues in the Philippines such as corruption and oppression through the characters and storyline in his novel.The Noli Me Tangere was a very expressive move of Rizal to start the campaign for liberal reform for the country. In this book, Rizal shares his personal experiences at the harsh hands of the Spaniards, as well as experiences shared by his loved ones. Rizal’s brave soul to publish a novel containing these experiences and lessons, encourages Filipinos to be continuous is learning as he did. It again, boils down to his belief that education will strengthen one’s principles in life and even open your world to the experiences of other people.Until today, Noli Me Tangere and its sequel El Filibusterismo serve as an inspiration for writers to express through literature any present issues in the society. It also evokes the idea of liberalism in such a way that Filipinos has become open-minded to innovations and beliefs that will benefit the country. Most importantly, education is very well valued, as tool needed by every individual to help progress the country.

Enlightened Despots essays

Enlightened Despots essays Why do you think Joseph II of Austria, Catherine II of Russia and Frederick II of Prussia earned the title of Enlightened Despots? Joseph II of Austria, Catherine II of Russia, and Frederic II of Prussia all made reforms and changes that were ideas of the Enlightenment. They all wanted to further their country and increase the peoples rights. They were called Enlightened Despots and were rulers who tried to justify their absolute rule by getting the peoples interest. They did this through good laws, fair taxes, improving society, and overall promoting human happiness. Philosophers like Voltaire encouraged and even instructed these enlightened despots. Voltaire believed change had to come from above, the monarchs, and not from the people. The enlightened rules of Prussia, Russia, and Austria were able to combine their need for an effective monarch with the need for economic, educational, and social reform. Some of the most noted enlightened despots were Joseph II of Austria, Catherine II of Russia, and Frederick the Great of Prussia. Frederick the Great was King of Prussia and invited Voltaire to his court to find knowledge about how to rule his people in Enlightened ways. Frederick made many social reforms that were toward Enlightenment ideals. He did away with the torture system of accused criminals. He improved the educational system and provided education to most everybody. Education was a major idea in the Enlightenment and was supposed to be observed. Toleration and freedom of religion were very important. Voltaire was especially strong in his position about freedom of religion and toleration. He wrote many books about it, like Candide. Frederick allowed his subjects to believe in whatever religion they desired. Frederick promoted industry, agriculture, and commerce. With the assistance of French experts, he reorganized the system of indirect taxes, which soon provided the state with more revenue ...

Anual General Meetings Essays

Anual General Meetings Essays Anual General Meetings Essay Anual General Meetings Essay The affairs of the group/club shall be controlled by a committee comprising the Officers and (number) other members elected from, and by, the Members of the group/club.  The notice from the AGM will given by the club secetery in advance so that everybody will have a notice to attend. The AGM will have all the reports from officers from the managment commitee and statment of the audited acounts. All nominations for officer roles will be sent to the secotory of the AGM so elections will take place at the AGM. Anyone hwo is a member of the group or club has the right to vote. The quorum for AGMs shall be (number-usually 25 percent of the membership). Failure to achieve a quorum shall involve the existing Officers and General Committee remaining in their posts until a quorum is attained at a subsequent Annual General Meeting. The AGM has the right to call more meetings which are Extra-ordinary General Meetings. Its duties involve controlling the affairs of the group/club, to keep accurate accounts from the Treasurer, to make decisions based on a group and club vote but the chair should have the priority to decide if there is a tie vote. Discipline and appeals:  If there are any complaints against the club then they need to be sent in writing to the secetory of the commitee. The managment commitee will meet to listen to complaints within a week after the complaint has been seen too.  The commitee has the power to take out any dissiplinary action such as termination of membership. In respect to the person who made the complait a response should be sent back. Its the managment of the commitee who will make a decision on what action to carry out after days of recieving it form the secetory.In the event of a member being asked to resign his membership, no reimbursement of Annual membership fee will be considered. Any playing member failing to advise the Captain/Vice-Captain, following selection, of his inability to play, shall be subject to suspension, at the discretion of the General Committee  Dissolution:  A resolution to dissolve the club can only be passed at the AGM/EGM through a majority vote form members.  In the event of dissolution, any assets of the club that remain shall become the property of a govering body or a similer club focusing on the same objectives.Sportsmatch concentrates on improving the participation result in grass-roots and this is their main attraction.It is a sponsership scheme targeted at novice/amateur sport managed by the Institute of Sports sponcership and funded by the department for Culture, media and sport through grant aidby sports england. Sponcership is a common way of getting funds. But think how many people request sponsors all over the world and as a result it has become very competitive. To get a good deal we have to think about our approach. Not all sponcers involve finanial assistance. They can provide services, personal or products in exchange e.g.-football kit for a football team.  Donations  Never be scared of strangers! There mabye plenty of people who will be willing to donate funds. Ways we can increase our chances of gaining donations is by understanding the individuals or organisations motivations for donating to sporting and recreational organisations. Grants  There are lots of grants available.  First applications can be made to he National Governing body which comes under the unbrella of the WNU. It can provide grants for your sports.  You can apply to your local Local Authority which is Cardiff City Council. This is within the local community, this is the main source of funding for facilities, any facilities privatly owned, all areas are locally funded.The administrator of the Local Authority gives grants to our local communitys.

String Types in Delphi

String Types in Delphi As with any programming language, in Delphi, variables are placeholders used to store values; they have names and data types. The data type of a variable determines how the bits representing those values are stored in the computers memory. When we have a variable that will contain some array of characters, we can declare it to be of typeString.  Delphi provides a healthy assortment of string operators, functions and procedures. Before assigning a String data type to a variable, we need to thoroughly understand Delphis four string types. Short String Simply put,  Short String  is a counted array of (ANSII) characters, with up to 255 characters in the string. The first byte of this array stores the length of the string. Since this was the main string type in Delphi 1 (16 bit Delphi), the only reason to use Short String is for backward compatibility.  To create a ShortString type variable we use:   var s: ShortString; s : Delphi Programming;​ //S_Length : Ord(s[0])); //which is the same as Length(s) The  s  variable is a Short string variable capable of holding up to 256 characters, its memory is a statically allocated 256 bytes. Since this is usually wasteful - unlikely will your short string spread to the maximum length - second approach to using Short Strings is using subtypes of ShortString, whose maximum length is anywhere from 0 to 255.   var ssmall: String[50]; ssmall : Short string, up to 50 characters; This creates a variable called  ssmall  whose maximum length is 50 characters. Note: When we assign a value to a Short String variable, the string is truncated if it exceeds the maximum length for the type. When we pass short strings to some Delphis string manipulating routine, they are converted to and from long string. String / Long / Ansi Delphi 2 brought to Object Pascal  Long String  type. Long string (in Delphis help AnsiString) represents a dynamically allocated string whose maximum length is limited only by available memory. All 32-bit Delphi versions use long strings by default. I recommend using long strings whenever you can.   var s: String; s : The s string can be of any size...; The  s  variable can hold from zero to any practical number of characters. The string grows or shrinks as you assign new data to it. We can use any string variable as an array of characters, the second character in  s  has the index 2. The following code   s[2]:T; assigns  T  to the second character os the  s  variable. Now the few of the first characters in   s  look like:  TTe s str....Dont be mislead, you cant use s[0] to see the length of the string,  s  is not ShortString. Reference counting, copy-on-write Since memory allocation is done by Delphi, we dont have to worry about garbage collection. When working with Long (Ansi) Strings Delphi uses reference counting. This way string copying is actually faster for long strings than for short strings.  Reference counting, by example:   var s1,s2: String; s1 : first string; s2 : s1; When we create string  s1  variable, and assign some value to it, Delphi allocates enough memory for the string. When we copy  s1  to  s2, Delphi does not copy the string value in memory, it only increases the reference count and alters the  s2  to point to the same memory location as  s1. To minimize copying when we pass strings to routines, Delphi uses copy-on-write technique. Suppose we are to change the value of the  s2  string variable; Delphi copies the first string to a new memory location, since the change should affect only s2, not s1, and they are both pointing to the same memory location.   Wide String Wide strings  are also dynamically allocated and managed, but they dont use reference counting or the copy-on-write semantics. Wide strings consist of 16-bit Unicode characters. About Unicode character sets The ANSI character set used by Windows is a single-byte character set. Unicode stores each character in the character set in 2 bytes instead of 1. Some national languages use ideographic characters, which require more than the 256 characters supported by ANSI. With 16-bit notation we can represent 65,536 different characters. Indexing of multibyte strings is not reliable, since  s[i]  represents the ith byte (not necessarily the i-th character) in  s. If you must use Wide characters, you should declare a string variable to be of the WideString type and your character variable of the WideChar type. If you want to examine a wide string one character at a time, be sure to test for multibite characters. Delphi doesnt support automatic type conversions betwwen Ansi and Wide string types.   var s : WideString; c : WideChar; s : Delphi_ Guide; s[8] : T; //sDelphi_TGuide; Null terminated A null or  zero terminated  string is an array of characters, indexed by an integer starting from zero. Since the array has no length indicator, Delphi uses the ASCII 0 (NULL; #0) character to mark the boundary of the string.  This means there is essentially no difference between a null-terminated string and an array[0..NumberOfChars] of type Char, where the end of the string is marked by #0. We use null-terminated strings in Delphi when calling Windows API functions. Object Pascal lets us avoid messing arround with pointers to zero-based arrays when handling null-terminated strings by using the PChar type. Think of a PChar as being a pointer to a null-terminated string or to the array that represents one. For more info on pointers, check:Pointers in Delphi. For example, The  GetDriveType  API function determines whether a disk drive is a removable, fixed, CD-ROM, RAM disk, or network drive. The following procedure lists all the drives and their types on a users computer. Place one Button and one Memo component on a form and assign an OnClick handler of a Button: procedure TForm1.Button1Click(Sender: TObject); var Drive: Char; DriveLetter: String[4]; begin for Drive : A to Z do begin DriveLetter : Drive :\; case GetDriveType(PChar(Drive :\)) of DRIVE_REMOVABLE: Memo1.Lines.Add(DriveLetter Floppy Drive); DRIVE_FIXED: Memo1.Lines.Add(DriveLetter Fixed Drive); DRIVE_REMOTE: Memo1.Lines.Add(DriveLetter Network Drive); DRIVE_CDROM: Memo1.Lines.Add(DriveLetter CD-ROM Drive); DRIVE_RAMDISK: Memo1.Lines.Add(DriveLetter RAM Disk); end; end; end; Mixing Delphis strings We can freely mix all four different kinds of strings, Delphi will give its best to make sense of what we are trying to do. The assignment s:p, where s is a string variable and p is a PChar expression, copies a null-terminated string into a long string. Character types In addition to four string data types, Delphi has three character types:  Char,  AnsiChar, and  Ã¢â‚¬â€¹WideChar. A string constant of length 1, such as T, can denote a character value. The generic character type is Char, which is equivalent to AnsiChar. WideChar values are 16-bit characters ordered according to the Unicode character set. The first 256 Unicode characters correspond to the ANSI characters.

Funny Story Essay Example | Topics and Well Written Essays - 250 words

Funny Story - Essay Example Luckily, my girlfriend was there to get me out otherwise I probably would have drank the entire fountain. Then we had to walk all the way back to the hotel; I was freezing, cold, and miserable. Needless to say those photos showed up on facebook. The second time I fell into a fountain I was with my family. We were at Universal Studios with my grandparents and we entered one of those little kid areas. My younger brother and I brought a football so we could throw when we got bored. My parents were getting a picture of my grandparents next to a fountain. My brother threw me a long pass and as I ran to catch it, I knocked my grandma into the fountain with me. Luckily no one got hurt, but my grandmother and I were so soaked that we had to go to the souvenir store and buy all new clothing to replace the wet ones. I have learned that when it comes to fountains and vacations that I have this power that always makes sure that I land in one. Even though they were embarrassing at the moment, the y remind me of good past memories and create jokes about what will happen in the future. If I am ever near a fountain again, I will have to be sure to wear a wetsuit and pack an extra set of clothes. I hope that as the admissions committee that you received a good laugh and remember to always pack a towel around fountains.

Vietnam- China Conflict Research Paper Example | Topics and Well Written Essays - 1250 words

Vietnam- China Conflict - Research Paper Example The two countries have been characterized by a longstanding rivalry between regional powers. The opposition has been diminishing and at the same time escalating in different periods. The conflict has also escalated to the 21st century where the two countries have been in turmoil over the fishing territories. The continued suspicion on a number of issues is expected to escalate further in the future if issues are not addressed regionally and globally. The conflict has affected the region and world in different ways. This paper seeks to focus on Vietnam- China Conflict. Origin: Why Chinese Claim that it is Their Land or Area China continues to claim that the Paracels and Spratly islands are parts of the territory. This claim traces backs to the Yuan Dynasty in 1279. This was the period when astronomer Guo Shoujing visited the area. The original claim of the area was done by Jiang Jieshi Kuomintang government (Sieff; 1). Since then, the People’s Republic of China has followed the claim. The greatest Chinese sailors also named the islands in Chinese language and explorers as early as 1430 (Sieff; 1). Conflict The issue of the border has not been a direct source of conflict between the two territories. However, increased political involvement led to increased tension and conflict. Most of the tension has revolved around the border. Both of the countries share 700 miles of common border. This boundary was delineated by Sino-French treaties signed during the colonial period (Hung 1979; 1039). However, there were differences over the actual sites of boundary mark. This suspicion heightened as the relationship between the two countries became tense in 1978. This was due to mishandling of overseas Chinese in Vietnam (SinoVietnameseWar; 2013). At the time of war, both sides of the country tried to change the location of the stone pillars marking their sides. The other cause of tension was the division of territorial jurisdiction in the Gulf of Tonkin area. The reas on behind this strain was sufficient deposits of oil in the South China Sea. Both of the countries also claimed ownership to the Paracels and Spratly islands. In 1974, china took one of the islands after a small stint with South Vietnamese army. On the other hand, South Vietnamese laid claim of the Spartly islands. The conflict heightened as China withdrew its support. This led to collapse of financial and economic programs of these nations. These nations responded through retaliation mechanisms. This was through the management of overseas Chinese people. Consequently, the Vietnamese government decided to regulate private business managed by Chinese. There was also seizure of private properties, currency exchange, and sending people to new economic zones (Hung 1979; 1043). This affected the overseas Chinese significantly. Others were forced to abandon new economic zones, and other moved to other parts of Asian nations. This caused China to move due to mistreatment of her people. Chi na also cancelled other key projects it was financing to Vietnamese. Consequently, most of the refugees remained stranded along the border. This heightened the border tension. China viewed this outcome as a soviet conspiracy to incite china. The soaring dispute was also heightened by the Cambodia connection. This was due to the soaring diplomatic relations between Vietnam and Cambodia. However, china began to side with Cambodia. Initially, china was reluctant to join the war. However, after the

Motivating and Supporting Collaboration in Open Innovation Term Paper

Motivating and Supporting Collaboration in Open Innovation - Term Paper Example Retrospectively speaking, the authors say that the new product development has always been a closed loop work. It was initiated and completed by a few chosen people inside the company; but now, the loop has been broken due to this stiff competition in the market. The companies now involve the end users into the new product development. Nonetheless, single customer’s unique needs are not of much use to the company due to economic viability. The company needs to understand large customer product combinations. Hence, the company needs to motivate a collective creativity towards novelty. Past studies have shown that collaboration paves way for better creativity and efficiency in an organization. All the great ideas of the past have been found by individuals who shared their work with others for elaboration.     The consumers’ opinion towards the new product is considered vital in this era; hence, the development of the open-intelligence portals. These portals act as int ermediaries between the different market players – paving way for collective response to innovation. It is now believed that the investment in the OI systems is wastage without the understanding of the motivational factors. The company needs to understand these motivational factors in order to attract the users to the OI portals for their input.Based on their research work, the authors state that one of the most important motivating factors for active participation at online communities is the level of effect that participation has on the surrounding environment.

Black and Dull Essay Example | Topics and Well Written Essays - 750 words

Black and Dull - Essay Example Rather, Diouna, the black girl, was mistreated, abused. She had no family, relatives or friends to help her in her helpless situation. There was no one to comfort her but herself. Nevertheless, it is said that â€Å"no man is an island† and when isolation was the only thing there was to comfort her, Diouna showed that death is sweeter than life. The story is set in the 1960s when racial discrimination was still so strong. Although the number of characters is limited, they exemplified the majority of cases among the Black employees and White employers. Between Madame Pouchet and Diouna there was nothing that would tie them together but the relationship of employer-employee. Pouchet was not obligated to be good to her maid but she went the extra mile of being generous to her while they were still in Africa. However, the future eventually revealed her motives. She was not actually as generous and good as she showed in Africa. She discriminated her maid. Diouana never went out of the house but continually worked for the family and a visitor. There was no freedom, no day of rest but a pile of work to do and a bunch of demanding family members in exchange for a mere three thousand Francs a month. Madame Pouchet knows how difficult Diouana’s situation is because during their earlier vacations, she often had to do the household chores herself and take care of her own two children. Her former maids were not only paid higher salaries but they also demanded a day off and she often had to fire them. Yet she was not considerate about the Black girl’s needs. She knows that there is nothing Diouna could do once she is with them in another country. She proved to be harsh. Probably, Pouchet’s true colors can be said to have been revealed when they were in France as it is shown with her words to Diouna before she took her life saying, â€Å"But to find you telling lies, like a native, that I don’t like† (776). In reaction, the Black girl ’s lips trembled, probably showing extreme anger that led her to just end her life. For the other harassments she experienced in the Pouchet family, Diouana was simply described to have been exasperated but not angry. Yet the discriminatory comments of Madame Pouchet brought her to the peak of her impatience. In addition, the children became a burden not only because of the demand for her to work harder but because of the psychological abuse they have devised against Diouna. The oldest child called friends and led them into taunting her with a chant of â€Å"Black girl, Black girl. She’s as black as midnight† (773). She was, to the very sense of it, a slave. She was mocked but still did everything to their liking and was left with nothing but three thousand Francs. She was not just a cook, nursemaid, and chambermaid for the family but to the friends and extended family of the Pouchets as well as she was taken from villa to villa to serve family and friends. She was, in her own words, â€Å"Bought, bought. Sold, sold† (775). To make things worse, when they went to the commodore’s residence, â€Å"some silly people, who followed her about, hanging on her heels in the kitchen, had been there for dinner. Their presence was an oppressive shadow on her slightest movement. She had the feeling of not knowing how to do anything† (774). Since she was Black, a girl from an uncivilized nation, the people judged her as ignorant. Maybe she was, but not in manners they

Design models of Facebook and Safari Research Paper

Design models of Facebook and Safari - Research Paper Example This research will begin with the statement that Google Chrome and Safari belong in the category of the client/server structure as they have servers that provide services to subsystems, which are clients. Every client has known how the interface of the server looks like but the server has no use knowing how the interface of the client looks like. The response of the server to the client and vice versa is immediate. The end users do not need to be involved in any kind of interactions with the server and therefore all interactions are limited to the client. The client enables the user to input data into the system and then takes over the processing of the data input. The use of this kind of architecture is to enable the creation of a user-friendly application for the client. The server, on the other hand, manages the data from a centralized location and takes care of the security of the database. This model structure, however, has a flow as there is no peer to peer communication betwee n the server and the client. Peer to peer communication is a necessity in this kind of structure and often needed. Dropbox, icloud, Instagram and Google drive belong to the architectural style of peer to peer where the servers and clients can be peers and clients can be servers while at the same time servers can be clients. Microsoft PowerPoint belongs to the repository architectural style where subsystems have the ability to access and modify any data using a solitary structure called the repository.

Toledo - The City of Three Faiths Essay Example | Topics and Well Written Essays - 1000 words

Toledo - The City of Three Faiths - Essay Example E. Already, united Christian conquerors had launched the Reconquista in a bid to recapture Spain from Islamic rule. The twin threats of united Christian armies and rivalries between the smaller kingdoms eventually led to the demise of Islamic rule in Spain. The fall of the kingdom of Granada in the reign of Isabella and Ferdinand marked the official end of Islamic rule on the Iberian Peninsula. Between the Islamic conquest and expulsion from the Iberian Peninsula, a significant body of developments occurred throughout Spain in myriad fields. As commercial centers and centers of learning opened up their doors to all and sundry, the level of commercial advancement and research took on a new shape altogether. The developments in medieval Spain opened up the doors of Europe’s enlightenment and growth centuries later. The kingdom of Al-Andulas and the various kingdoms in its legacy gave rise to a number of cosmopolitans such as Seville, Cordoba, Toledo and Granada. All of these cit ies became centers of excellence in terms of economics, culture, science and religious tolerance. However, amongst these cities perhaps Toledo remained the most significant in terms of political and cultural development. Toledo first became a center of excellence under the Islamic regime of Al-Andulas after which King Alfonso VI conquered it in 1085 in his Reconquista bid. Unlike other regions where Christian takeovers incited bloodshed, violence and persecution, the takeover of Toledo was markedly different. Alonso placed no compulsion on the local Muslims and Jews to convert or immigrate to other lands. The real motives behind Alfonso’s actions have been questioned with some labeling them as altruism while others label them as commercial interests attached with the Muslims. Whatever the case, Alfonso allowed the Muslims to use the great mosque of Toledo and appointed a Christian governor (who spoke Arabic) to â€Å"oversee civil authority†. Muslim chronicles from the time indicate that Alfonso proclaimed himself as the King of two religions (Islam and Christianity as Jewish populations were too small). This declaration even by a king was revolutionary for the time as the Church considered all other religions as paganism alone. Alfonso’s recognition of Islam meant that he was ready for tolerance and peaceful coexistence. It must also be mentioned that Toledo served as an important commercial center on the important Spanish crossroads for trade and other commercial pursuits. Over the centuries Toledo’s centralized location as well as its commercially savvy population were able to transform the city into a massive commercial hub. The onset of commercial activities meant that Toledo had money to spare and that there were various cultural streams interacting with each other. Consequently, Toledo transformed into a vibrant commercial and cultural center. In contrast, the new rulers of cities such as Barbastro subjected their populations to inhumane and barbaric treatment that reduced these cities to dark ages. An-Andulas had managed to remove these cosmopolitan centers from abject poverty and backwardness, but the Reconquista managed to throw them back into poverty. This remained true for nearly all of the Iberian Peninsula except for Toledo. Toledo’s ruler Alfonso had captured the city in order to enhance his standing based on the city’s vibrant commercial and cultural activities. The Muslim population in the city was the very reason for its

Design models of Facebook and Safari Research Paper

Design models of Facebook and Safari - Research Paper Example This research will begin with the statement that Google Chrome and Safari belong in the category of the client/server structure as they have servers that provide services to subsystems, which are clients. Every client has known how the interface of the server looks like but the server has no use knowing how the interface of the client looks like. The response of the server to the client and vice versa is immediate. The end users do not need to be involved in any kind of interactions with the server and therefore all interactions are limited to the client. The client enables the user to input data into the system and then takes over the processing of the data input. The use of this kind of architecture is to enable the creation of a user-friendly application for the client. The server, on the other hand, manages the data from a centralized location and takes care of the security of the database. This model structure, however, has a flow as there is no peer to peer communication betwee n the server and the client. Peer to peer communication is a necessity in this kind of structure and often needed. Dropbox, icloud, Instagram and Google drive belong to the architectural style of peer to peer where the servers and clients can be peers and clients can be servers while at the same time servers can be clients. Microsoft PowerPoint belongs to the repository architectural style where subsystems have the ability to access and modify any data using a solitary structure called the repository.

Compartment Syndrome Essay Example | Topics and Well Written Essays - 1500 words

Compartment Syndrome - Essay Example Any medical phrases seen or read in this paper will be explained and discussed to the fullest as to not confuse anyone. As the name implies, Compartment Syndrome has a lot to do with â€Å"compartments.† Compartment syndrome is a painful condition that results when pressure within the muscles builds to dangerous levels. This prevents nourishment from reaching nerve and muscle cells. Muscle groups in the arms, hands, legs, feet, and buttocks can be affected. Within these muscle groups are nerves and blood vessels. The muscle groups are covered by tough membrane (fascia), which does not readily expand. The whole unit is called a compartment (University of Maryland Medical Center, 2007). These compartments are located within thick layers of connective tissue called fascia, which separates group of muscles in the arms and legs from each other (University of Maryland Medical Center, 2007). Within the enclosed spaces of the fascia, muscles, blood vessels and nerves are found and bundled together. For clearer metaphor, just think of wires surrounded by insulation, in this case, the fascia surrounding, muscles, blood vessels and the nerves. The fascia has limited flexibility. Unlike a balloon, the fascia does not expand. So, if any inflammation or swelling occurs within the compartments, pressure will increase and compress the muscles, blood vessels and nerves inside. If the pressure is high enough, blood flow to the compartment will be blocked which can lead to permanent damage to the muscles and nerves. If the pressure and absence of circulation lasts long enough, the limb may die and may need to be amputated (University of Maryland Medical Center, 2007). The swelling that may lead to Compartment Syndrome most frequently occurs either in the upper or lower extremities of the body, which are the arms and legs. Compartment Syndrome of the upper extremity is rare, but happens

Components in Milk and Isolation of Milk Protein (Casein)

Components in Milk and Isolation of Milk Protein (Casein) Contents 1.1Â  Introduction 1.2Â  Objective 1.3Â  Materials used 1.4Â  Methodology 1.5Â  Result 1.6Â  Discussion 1.7Â  Conclution Referance 1.1Introduction Milk is a complex biological fluid with high amount of proteins, lipid and minerals. Milk plays a major role in a healthy, balanced diet throughout lifetime. Milk having Proteins, Vitamins, carbohydrates and other minerals.Caseins, lactalbumins, and lactoglobulins are some proteins in milk. Milk from domesticated ruminants, primarily cow, sheep, goat, camel and buffalo, are major sources of dietary calcium and, in countries where commercially available milk is fortified, of dietary vitamin D (Clemens et al., 2014). Casein is a sort of protein found in dairy items, for example, milk, yogurt, chocolate, ice-cream and foods. Casein protein, whether it originates from sustenance or from a supplement, could be a valuable addition to diet with a few benefits. Casin helps to digest food fast ,it can take 7h to digest (Samuels, 2014) Milk holds 3.3% total protein. Milk proteins hold each of the 9 essencial amino acids needed by humans. Milk proteins are blended in the mammary organ, however 60% of the amino acids used to manufacture the proteins are from the cows eating diet. (Milkfacts.info, 2014) The total protein part of milk is made out of various particular proteins. The essential gathering of milk protein is casein. the distinctive caseins are different atoms but are comparable in structure. All different proteins are found in milk. (Walter and Hurley, 2014) Caseins got proper amino acid composition that is critical for development and improvement of the nursing youngs. (Walter and Hurley, 2014) A protein is an unbranched polymer in which the monomer units are amino acids. All the more particularly a protein is a peptide less than 50 amino acids are available. Proteins arranged into two: fibrous and globular.fibrous proteins are proteins which peptide chains are organized in long strands or sheets. Globular proteins will be proteins that have a tendency to overlap again on themselves into compact spheroidal shaped. Globular proteins dont form inter molecular between protein units and are all the more effectively solubalized in water . Because that they hold all the amino acids key for building blood and tissue, and can manage life and normal growth . Milk holds three proteins that are caseins, lactalbumins, and lactoglobulins (spurlock,2014) 1.2 Objective To Understand and isolation the components which are present in milk and isolation of milk protein (Casein). 1.3 Materials used Albumin solution Solid ammonium sulphate Ethanol Sulphur salicylic acid Trichloroacetic acid Lead acetate solution 1% Acetic acid Milk powder Filter cloth Ether Test tubes Beakers Funnel Bunsen burner Test tube holder Electric balance Watch glass 1.4 Methodology Protein precipitation Precipitation by salt Half saturation with ammonium sulphate To 3ml of albumin added equal volume of ammonium sulphate solution. Mixed and allowed to standed for 5min. filtered and performed the Biuret test with the filtrate Full saturation with ammonium sulphate To 3ml of albumin added solid ammonium sulphate with mixed until the solution is saturated and stand for 5min. filtered and performed the Biuret test with the filtrate. Isoelectric precipitation To 3ml of casein added 3 drops of bromocresol green indicator. Added 1% acetic acid drop by until a green color is obtained which indicates that the pH is closed to4.6 Precipitation by organic solvents To 2ml of albumin was added with 4ml of ethanol. Mixed and let it stand. And observed the reaction Precipitation by acidic agents Albumin 1ml was added an equal volume of picric acid solution. Observed the3 formation of thick precipitate. repeated the test with trichloroacetic acid and sulphosalicylic acid. Precipitation by heavy metal ions To 1ml of albumin, added to 10 drops of lead acetate solution. Observed the formation of precipitate. Repeated the test with lead nitrate solution Precipitation of heat and Acid Took 10ml of albumin to the test tube, hold the test tube over a flame in slant position and boiled the upper part of the solution .A cloudy white precipitate will be observed in the heated portion. Added a few drops of 1% acetic acid . coagulation was take place and albumin is precipitated. Isolation of casein from milk Milk powder of 17.5g was taken into a beaker. 62.5ml of warmed water at 450C was boiled by using Bunsen burner and added into the beaker which is containing milk powder. The milk powder was well stirred. 10% of acetic acid was added drop wise into milk powder solution and stirred well until the solution changes from milky to pale yellow. Then the solution was filleted well and taken into a beaker, and 15ml of ethanol was added to the filtered casein, it was kept for 10 minutes. After 10 minutes the casein with ethanol was filtered and dried well by using filter paper and tissue papers. The well dried casein was weighted and weight was recorded 1.5 Results Test Observation Inference Ppt by Heat/acid When heating there was a ppt form after adding acetic acid the ppt diffused. There fore these methods can be used for the ppt protein Ppt by heavy metal ions White ppt was formed when lead nintrate was added By the addition of heavy metals protein can be ppt Ppt by acidic agents A thick ppt was formed Positive,there fore via this method protein can be ppt Ppt by organic solvents White ppt was formed Positive, then using organic solvent protein can be ppt Full saturation with NH4SO4 White ppt formed 1.6 Discussion The casein isolation, Kept temperature 45 degrees for avoid excess heat and dilute acetic acid was added as drop by drop. It is important that the heating not be excessive because this conditions hydrolyze the lactose into its components, glucose and galactose before its isolation Adding of Calcium carbonate to the original beaker containing the liquid, neutralized the excess acetic acid and precipitated the initially soluble protein, albumin. This step ensures the liquid contains only the lactose and albumin was poured away from the lactose(Chemistry.mcmaster.ca, 2014) Casein is not properly dry All of the calculations were done 1.7 Conclution Obtained casein after isolation; 12.25g %yield = (12.25/17)x100 = 72% Caseins have an appropriate amino composition, it’s important for the growth of young.This protein in dairy animals.so many pepole allergic to milk, but trully they allergic to the components that milk contains: the casein and the lactose. Evacuation of these items especially the casein permits people with hypersensitivities to endure milk. The information is totally useful for peoples who can`t eat immoderately milk (Leonce, 2014) References Chemistry.mcmaster, (2014) Chem2O06 1997/98 Experiment 11.[Online]. 2014. Available at: http://www.chemistry.mcmaster.ca/~chem2o6/labmanual/expt11/2o6exp11.html. (Accessed: 15 July 2014). Clemens, R., Hernell, O, and Michaelsen, K. (2014) Milk and Milk Products in Human Nutrition.[Online]. 2014. Nestlenutrition-institute.org. Available at: http://www.nestlenutrition-institute.org/Resources/Library/Free/workshop/BookNNIW67/Pages/booknniw67.aspx. (Accessed: 14 July 2014). Leonce, D. (2014) Biochemistry Practicals.[Online]. 2014. Academia.edu. Available at: http://www.academia.edu/3491493/Biochemistry_Practicals. (Accessed: 15 July 2014). Milkfacts.info, (2014) Milk Protein | MilkFacts.info.[Online]. 2014. Available at: http://www.milkfacts.info/Milk Composition/Protein.htm. (Accessed: 14 July 2014). Samuels, M. (2014) Casein Protein Benefits | LIVESTRONG.COM.[Online]. 2014. LIVESTRONG.COM. Available at: http://www.livestrong.com/article/86604-casein-protein-benefits/. (Accessed: 14 July 2014). Spurlock, d. (2014) Isolation and Identification of Casein From Milk Course Notes. [Online]. 2014. Homepages.ius.edu. Available at: http://homepages.ius.edu/dspurloc/c122/casein.htm. (Accessed: 14 July 2014). Walter, L. and Hurley, (2014) Milk Composition Proteins. [Online]. 2014. Ansci.illinois.edu. Available at: http://ansci.illinois.edu/static/ansc438/Milkcompsynth/milkcomp_protein.html. (Accessed: 14 July 2014). Qualification Higher National Diploma in Biotechnology Level 05 Module Name Protein precipitation and casein from milk Module Number 2 Name of Candidate S.Mayurathan Submission Date 15 July 2014 Word Count 1056

Physics of Music Essay example -- physics music sound

Fluid Behaviors of Sound Waves Sound is capable of being produced only if a medium is present. By this, I mean that, for there to be sound, there must be air. For a sound wave to be emitted by an instrument and be received by a listener, the instrument must excite the air around it and propagate its energy through the air, in the form of compression/longitudinal waves. When received by the listener, the waves pulse the eardrums with the same varying frequencies as they were emitted. An instrument shakes to produce its tone In instruments, air is excited and set into oscillation by vibrations. Instruments use such mechanisms as strings (violin and guitar), bars or rods (marimba and chimes and reeds), membranes (drum heads), plates or shells (cymbals or gongs), air in tubes (woodwinds and brass), or volumes of air enclosed in vessels (drum and string bodies) to produce vibrations. Sound oscillations are created as the oscillating instrument vibrates a column of air and â€Å"bumps† the air that is within immediate proximity. This bump sends out a compression, also called longitudinal, waves in all directions. The tone of a brass instrument is produced as a player contracts their embouchure and expels a jet of air in order to vibrate their lips, and thereby vibrate the air in the tubing of their horn. The tone of reed instruments (single or double) is produced by holding a reed rigid and forcing air over, or through. When this happens, the reed vibrates, creating an oscillation. The tone of flute instruments is produced when air blown over the mouthpiece hole excites surrounding particles. When the vibrations of these surrounding particles match the natural frequency of the instrument, the column of air inside the ins... ...requency higher and into a higher row of harmonics. How Does Any of this Relate to Music? Okay, so I just spent the last several pages expressing fluid, energy, and math properties of how sound is put through air. But this essay is dedicated to the physics of music! Simply, none of the attributes of sound, as I have described them in the other pages in terms of physics, are not in any way musical. Music and physics really only have one point of connection, that music is made by manipulating the mechanics of air oscillations--how the signals are emitted by the instruments and received by the listeners. Music itself, however, is made by how the listener interprets or experiences those signals. As stated in Levarie and Levy's, Tone, A study in Musical Acoustics, "Music is not 'something that happens in the air.' It is something that happens in the soul."

The Horrific Holocaust :: World War II History

The Horrific Holocaust Nearly six million Jews were killed and murdered in what historians have called "The Holocaust." The word 'holocaust' is a conflagration, a great raging fire that consumes in its path all that lives. In the years between 1933 and 1945, the Jews of Europe were marked for total annihilation. Moreover, anti-Semitism was given legal sanction. It was directed by Adolf Hitler and managed by Heinne Himmler, Reinhard Heydrich and Adolf Eichmann. There were many other great crimes and murders, such as the killing of the Armenians by the Turks, but the Holocaust stood out as the "only systematic and organized effort by a modern government to destroy a whole race of people." The Germans under Adolf Hitler believed that the Jews were the cause of all the German troubles and were a threat to the German and Christian values. Dating back to the first century A.D. the Jews and Christians were always at war. The Jews were considered the murderers of Christ and were therefor denounced from society, rejected by the Conservatives and were not allowed to live in rural areas. As a result, the Jews began living in the cities and supported the liberals. This made the Germans see the Jews as the symbol of all they feared. Following the defeat of the Germans in WW1, the Treaty Of Versailles and the UN resolutions against Germany raised many militaristic voices and formed extreme nationalism. Hitler took advantage of the situation and rose to power in 1933 on a promise to destroy the Treaty Of Versailles that stripped Germany off land. Hitler organized the Gestapo as the only executive branch and secret terror organization of the Nazi police system. In 1935, he made the Nuremberg Laws that forbid Germans to marry Jews or commerce with them. Hitler thought that the Jews were a nationless parasite and were directly related to the Treaty Of Versailles. When Hitler began his move to conquer Europe, he promised that no person of Jewish background would survive. Before the start of the second world war, the Jews of Germany were excluded from public life, forbidden to have sexual relations with non-Jews, boycotted, beaten but allowed to emigrate. When the war was officially declared, emigration ended and 'the final solution to the Jewish problem' came. When Germany took over Poland, the Polish and German Jews were forced into overcrowded Ghettos and employed as slave labour. The Jewish property was seized. Disease and starvation filled the Ghettos. Finally, the Jews were taken to concentration camps in Poland and Germany were they were

More Than Just the Disease Essay

Choose a novel or short story which deals with an important human issue: for example, poverty, war, family conflict, injustice, or any other issue you regard as important More Than Just the Disease by Bernard MacLaverty is a short story which deals with the themes of class distinction, rights of passage and a person suffering mentally which effects the characters in the short story. There is conflict between the two main characters Neil and his mum. This short story gives you an insight into some problems which are a part of today’s society. In the text Neil goes to stay with his friend Michael and his family and soon realises it is nothing like his own house. When it comes to bedtime Neil takes his pyjamas to the bathroom and buttoned his jacket right to the top. Here he is trying to hide his problem. Things like this happen throughout the story as Michael tries to get him to go swimming and Neil makes up a lot of excuses not to go this implies he doesn’t want anyone to know about his psoriasis. At the end Neil has a conversation with Mrs Wan, when he finds her cat and takes it back to her. He finds himself telling her all about his disease. After she reassures him that there is nothing wrong with it and he should not let it take control of his life -like his mum does- Neil comes to terms with his disease. Michael and Neil go swimming that night after Michael finds Neil with his shirt open and shows that it doesn’t bother him. . Neil’s mum puts a lot of pressure on Neil which leads to the conflict between them. Most of the story is written as dialogue which brings out the characters personalities. Although there is a lot of conversation between Neil and Mrs Wan and Neil and Michael there is no conversation at all between Neil and his mum. This also shows the conflict between them. The short story is written in third person omniscient this means that the narrator is not a character in the story and is able to describe everything in the story. More Than Just the Disease is a short story where very little seems to happen, yet the main character is very deeply influenced by what does happen.

Gun Control Research Paper Essay

When you hear about all of the tragedies that have occurred over the last few years relating gun violence one of the first things that come to mind is how they can be prevented. Gun regulations could limit the number of shootings and gun related deaths in the United States. If we take guns off the streets to obvious result would be a decline the average number of deaths caused by shootings in the United States per year. This is a serious problem that is the logical thing to do in order to save countless innocent lives each year. Reducing guns sold to people with criminal records, mental illnesses or to people where it is a safety hazard are the steps that need to be taken in gun regulation. The United States has the highest gun ownership rate in the world in small arms the ones that are most common kind found in the hand of a civilian. Extremely important people in our nation’s history were killed by a civilian with a gun. Presidents John F. Kennedy, Abraham Lincoln also Martin Luther King Jr. were assassinated (Doeden 26). The people who committed these offences were seemingly normal everyday people like you and me but the lack of laws and restrictions regarding background checks allow these criminals or the mentally unstable to acquire deadly weapons and cause mass unnecessary death. Gun control has been a political idea since the signing of our constitution. Only a few years after our nation was born New York politician, Rufus King, said â€Å"That it was dangerous to put arms into the hands of the frontier people for their defense, lest they should use them against the United States† (qtd. in Doeden 17). The political, ethnical and constitutional debat es of gun control have been going on for over two hundred years. The situation has not become any more resolved over that time because the debates continue to this day. There is a clear relation to gun control and safety of our friends and family. The lack of strong gun regulation laws in the United States  endangers the safety of innocent citizens. In December of 2012 a lone gunman went on a shooting rampage and killed 20 first graders and six staff members of a Sandy Hook elementary school in Newtown Connecticut. The gunman was armed with two semi-automatic hand guns and an assault rifle (Bagne). In the weeks after gun sales spiked which is not the result that was expected and holds a problem in its self. The way to maintain safety in and around our neighborhood is not to have everyone stockpile guns. If this is the mindset of the American people then something needs to be done. Gun restrictions will allow people to go through their everyday lives with a priceless feeling of safety for them and their family. The necessity of caution when someone wants to acquire and firearm is immense. If there is no gun sold into a potentially life threatening situation such as a home with many children or with someone who has a history of violent acts then the chance of an incident involving a firearm is severely reduced. In order to reduce armed crime in the United States we must apply more powerful gun control regulations. Vice president Joe Biden is one of the most involved and dedicated politicians on the gun control issue. He is trying to reduce armed violence by creating a strict background check policy for anyone trying to purchase or register a gun .The objective of Biden’s campaign is to reduce the risks that are associated with a criminal being able to purchase a firearm with intent to use the weapon unlawfully. In the last year after the Newtown Connecticut shootings there have been more than 5,200 people killed with a gun in the United States (Feldmann). Mass gun related deaths in the United States unfortunately are not an uncommon occurrence. â€Å"In October 2002, John Allen Muhammad and Lee Boyd Malvo used a Bushmaster assault rifle in a three weak sniping spree to murder ten people and injure three others in Washington D.C, Maryland and Virginia†(Carter). The point made in the article was that if gun restrictions and regulations were tighter there may have been a chance that the police would have been able to identify the shooters much sooner if they were able to match the bullet casing to the gun and its owners. The situation of armed crime has only gotten worse over the decade since this tragedy and as of right now there is no sign of improvement on the gun control policies in the United States. The occurrences of mass shootings in the United States in many cases can be related to the mental health of the people who were able to obtain and use these weapons. The Sandy Hook massacre was because a man who was mentally unstable was able to take his mother’s weapons shoots her then proceeds on the elementary school where he killed the innocent children and teachers (Bagne). Laws need to be put in place in order to protect our nation from tragedies like this. If there are regulations prevention the purchase of a gun in a home where there is someone who is not mentally stable and can access the guns. An alternate relation between and mental stability comes from the aftermath. After Sandy Hook many counselors were sent to schools around the country to try and allow students to cope with what had recently happened in Connecticut. Regardless if the students were at Sandy Hook or not there were people who suffered and were traumatized by this event. Gun regulations need to be put in place to prevent guns reaching the hands of people who are mentally unstable and to prevent mass shootings in order to preserve the innocence of the next generation. Gun regulations have become a very controversial issue over the years, but the amount of preventable and unnecessary death in the United States should be enough to force congress into passing laws on this issue. The rise in armed crime, the safety of our citizens’ minds and bodies should be a top priority. The only way to eliminate these factors is to reduce the amount of guns in the hands of people who should not be handling them. Works Cited Bagne, Mary. â€Å"Sandy Hook Elementary School Shooting (2012).† Issues: Understanding Controversy and Society 2013: n. pag. ABC-CLIO. Web. 17 Oct. 2013. Carter, Gregg L. â€Å"Washington D.C. Sniper Case (2002).† 2013: n. pag. ABC-CLIO. Web. 17 Oct. 2013. Doeden, Matt. Gun Control: Preventing Violence or Crushing Constitutional Rights? Minneapolis: Twenty-First Century, 2012. Print. Feldmann, Linda. â€Å"Gun Control: Why Vice President Biden Is Trying Again.† The Christian Science Monitor 18 June 2013: n. pag. Print.

Classroom Management Paper Essay

I am in the process of creating my classroom management plan for my future classroom. Each day that I substitute teach, observe a classroom, or acquire new information from my classes, I learn something new that I may wish to incorporate into my classroom management plan. A well written management plan is a key to success in the classroom. The more I plan for my lessons and plan to run my class, the more of an effective learning climate I will have for my students. This paper includes my personal philosophy of classroom management, rules for student behavior, a task analysis, substitute teacher plans, classroom implementation plan, letter to parents explaining my classroom management plan, and my strategies I plan to use to assess my classroom management plan. Personal Philosophy of Classroom Management The following is my personal philosophy of classroom management listed in bullet format. †¢ My goal is to provide a productive, safe environment, which is conducive to learning. My students will be welcomed and feel a sense of belonging to the class community. Every student is just as important as the next. †¢ I plan to help my students become quality students and help them develop the characteristic traits of responsibility, trustworthiness, caring, and respectful. †¢ I hope to spark enthusiasm for learning by creating engaging lessons, reaching all types of learners. To achieve this, I plan to differentiate instruction, use multiple modalities, and technology. I also plan to have students work independently, in collaborative groups, and in pairs. †¢ I hope to create a student-centered or constructivist style classroom where students are active participants in their learning, which allows students to make a deeper connection to curriculum. †¢ To challenge my students, I plan to use effective questioning techniques, which will allow my students to use higher levels of thinking. †¢ I will create a class climate where students can express themselves freely without judgment. †¢ Create a cooperative classroom where the students and teacher work together. To do this, I will call my students† my teammates† and express to them the importance of teamwork. †¢ It is my hope to encourage students to do their best and that it is to make a mistake. †¢ I will use positive reinforcement and positive praise when I see my students doing something good. †¢ I will model respecting everyone and accepting differences. I will ask that my students do the same. †¢ To create a sense of power among my students, I will have students participate in the creation of the classroom rules. When students create the rules, they have a tendency to adhere to the rules. In addition, I will have students perform weekly classroom jobs. †¢ I will be fair and consistent and I will establish guidelines for my students so they know what is to be of them in both learning and behavior. †¢ To manage off-task behavior, I will use nonverbal and verbal cues, body language, and proximity. In some instances, I will move students to avoid further disruptions. Students who require extra assistance, will be strategically seated for easy access. †¢ If a lesson or style of teaching works one-day and not the next, I will be flexible and change either my style of teaching or the lesson itself. Student Behavior – Positive and Negative Consequences To minimize disruptions in the classroom, students need to know what is expected of them. I will not have rules listed in my classroom. Instead, my class will have the â€Å"quality student† and â€Å"quality teacher† posters displayed, listing what characteristics the students and teacher should display at all times. I will these characteristics often and engage in role playing activities at the beginning of the school year. Whenever I see that there is an issue regarding a characteristic trait, I will remind students model to be â€Å"quality students. † For off-task behavior in the classroom, I have established a tiered system of responses that will range from various nonverbal and verbal cues, reminders, and possibly relocating student in the classroom. If behavior continues to disrupt the class for a total of three times, I will instruct the student to write a note home explaining the off-task behavior. If off-task behavior continues in the classroom, I will call the parent or ask to set up a meeting to discuss the student’s behavior and work with the parent toward a positive solution. Kelly (n. d. ) states, â€Å"B. F. Skinner’s theory on â€Å"operant conditioning† says that rewards are much more effective when they do not occur regularly. In other words, intermittent rewards mean more and have a greater effect than routine rewards. Students who never know when a reward may happen will behave better than those who know that you never give out rewards on Tuesdays† (para. 3). To motivate students in achieving good behavior in the classroom, I will use verbal praise and reward students from time to time individually, by table, or by class. Individual rewards will be given from to time when I see a student modeling quality behavior and other students are off-task in the classroom. I will give this student an extra 10 cents. By doing this, the other students will understand positive reinforcement. Throughout each week, I will also award table points. If I see a group of students at a table on-task, I will award their table a point. The table that earns the most points at the end of the week, will win and will be able to select from a few choices that include lunch in the classroom and extra computer time, to name a few. If the class is doing a job on a lesson, I will have the marble helper add one marble to the celebration jar. Once the students reach their predetermined goal (discussed monthly at class meeting), students are allowed to participate in a celebration of their choosing. Task Analysis for Morning Routine To help students ease into their day, I have created a morning routine. With this morning routine, students know what to expect and do each morning entering the classroom. This routine will be displayed on the Promethean Board each morning as a reminder for my students. |General area |Needed Procedure |Specific Procedures | |Whole Class |Morning Routine |Unpack backpacks and hang up coats and | | | |backpacks | | | |Turn in notes/homework to purple bin | | | |Make lunch choice | | | |Morning work (daily math worksheet to complete)| | | |Unfinished Work folder | | | |Independent Reading | During the morning routine, morning announcements are displayed on the class television and students perform their class jobs such as library helper, lunch counter, and office messengers. In addition, I will use this time to take attendance and perform other housekeeping duties as necessary. Substitute Teacher Plans The following is a sample of my substitute teacher plans. The more detailed information the teacher leaves for the substitute, the better. This helps the substitute teacher run the class more smoothly in the teacher’s absence. Thank you for covering my class while I am out today. Here is some information on a few procedures or routines in our class. Helpful Teachers – Mrs. Fowler, room 6, Ms. Nuckles, room 4. Attendance: please use attendance sheet on my desk and mark any students who are missing. Please note any absent students on attendance sheet on my desk and place in office envelope and have office helper take to office during morning announcements. Morning lunch count: This is a student’s job (see listing hanging from tv). The students mark their choices on the wall chart behind the tv, and the lunch count helper writes out the slip and takes it to the cafeteria in the lunch folder after announcements. Bathroom breaks: Students have â€Å"boys† and â€Å"girls† hall passes hanging on the wall by the door. When they need to go to the restroom, they put the pass on their desk and go. Only two at a time are allowed out of the room. Class management/rules: If class is going a good job, I usually ask the marble helper to add a marble to the class jar. If the class receives a compliment in the hallway, they earn two marbles. If the class is off-task and several reminders are given, a marble may be taken away. For individual behavior: Banker gives each student 15 cents (fake money) at the start of each day. Students are to place their money in their money pocket at the back of the room during morning announcements. If a student is caught doing something good, you may reward him or her an extra 10 cents. The money earned allows for students to make purchases at our classroom store at the end of each month. If a student is off-task, use nonverbal cues as first reminder, and verbal cues as second reminder. If the student continues behavior, please have him or her write an apology letter to you and leave on my desk. If the student continues to disrupt class, please call one if the listed teachers above and ask to send student over to her class to finish working on assignment. Please leave me a note if you have any issues with any of my students. Lunch: Line students up (line leader, caboose, home lunch, choice 1,2, and 3). Please walk students down to cafeteria at 12:08. The students will go through the lunch line on their own. Most teachers eat in the Teacher’s Lounge, which is behind the office. The teacher restrooms are also by the teacher’s lounge. At 12:38, please pick them up from the cafeteria and walk them back to class. Students with Special Needs (Food allergies, medicine, asthma): |Student |Difficulty/Need | |Tom |Medicine- Goes to nurse after lunch to receive medicine | Specials: My calendar on my desk has specials listed according to the day. Day1- Music Day2-PE Day3- Computer Lab, Library Day4-PE Day5- Art Recess: 2:15-2:30 Activities should be supervised at all times. Teachers should have class backpacks, walkie talkie, and key (both located in office). Teachers should be positioned so that all students are visible at all times. Report any injuries to school nurse. The nurse will determine whether an Accident Report needs to be completed. If so complete form and send white copy to office and have student take yellow copy home. In Case of Emergency: Please locate red backpack and evacuation plan in the classroom. In case of emergency, have students line up quickly and quietly. Bringing backpack, follow evacuation route listed in the classroom. Once outside, count students to make sure everyone is accounted for. Inform supervisor (person with walkie talkie and clipboard) of all students present in the class and state any parents’ names volunteering in the classroom. Remind students to be single, straight, and silent and to face away from the school building. Once given the all clear from the supervisor, lead students back to class in a single, straight, and silent line. The following diagram is our class seating chart. Please be sure that students sit in their correct seats. This seating plan should be helpful in familiarizing yourself with the students. (Note: Please see Appendix A-seating chart). I have provided a list of helpful students, disruptive students, and special needs students. Helpful students: Mary, Tyrone, Amy, and Tom. Disruptive students: Dane and Alex (these students may need to have several reminders to stay on task. Students who require assistance: Daniel, Marco, and Aaron. Either you can help or ask one of my helpful students listed above to help these students. Computer username: cuttingjm Password: student123 8:45-9:15-Morning Routine (please log on to computer and put the following on the Promethean board). 1. Unpack backpacks and hang up coats and backpacks 2. Turn in notes to red bin/homework to purple bin 3. Make lunch choice 4. Morning work (daily math worksheet- today’s number to complete-on back table) 5. Unfinished Work folder 6. Independent Reading Please inform students of their jobs for the day. Jobs are on poster in front of room by the t. v. Please ask Mary to turn on t. v. for you when the bell rings. During the morning routine, morning announcements are displayed on the class television and students perform their class jobs such as library helper, lunch counter, and office messengers. During this time, please take attendance using attached attendance sheet. Place any notes and attendance sheet in clear folder and have office messenger take folder to the office for you. Ask lunch helper to take lunch count and place any money and lunch count in lunch folder. The lunch helper will take folder to the cafeteria for you. 9:15-9:20- Ask Tom to give each student 15 cents. Each student will come and will put the money in his or her money pocket located on the back bulletin board. 9:20-9:30- calendar- Have students join you on the carpet (call them by table numbers). Ask questions about the calendar (what is the date, what weekday, year, what was the date a week ago, what will the date be in one week). Have students give you math problems about the lunch graph. 9:30- 10:00- Have students begin centers. Please read off the names from the chart to let them know where they go. 10:00-10:45- Library- please stay with class and bring library cards with you (they are on my desk). 10:45-11:26- Students finish centers 11:26-11:56- Lunch. Have line leader and caboose line up first. Lunch from home will line up first, followed by choice 1, 2, and 3 . (during lunch, please check my mailbox in the office). 12:00-1:00- MATH- Review today’s number on overhead projector (Ask a helper to set up for you). Pull a popsicle stick out of the cup on my desk and have the student complete one problem. Continue until today’s number is complete. Refer to Math Investigations book, lesson 2. 1 â€Å"guess my number on the 100 chart. † Tell students they will use the 100s chart on page 16 in their math binder for this game. Review directions and model how to play game with a student. Have students pair up and give each a copy of the directions to play on their own. Once completed game twice, students can work on pages 13-15 in their textbook. 1:00-1:45- ART 1:45-2:10- Science- Students are to take out weather journals. Overhead helper will pull out overhead projector. Laura is cloud helper, and Teresa is temperature helper. Cloud helper will go to window and look to see what kind of clouds are outside. They will come to overhead and draw clouds on calendar page and graphing page. Overhead helper will fill in date and will write down weather words that students agree on (ask students to give weather words from each table). Choose one person from each table to predict the hi/lo temperature of the day. The temperature helper will pull up the temperature for the day on the computer. The overhead helper will record the temperature on the overhead. Students are to write this information on their calendar page and graphing page. 1:45- 2:00- RECESS 2:00- 2:45- Have students watch video on water cycle and have them complete science worksheet on back table. If the students finish early they can do scholastic news and work on their weather book report. 2:45-3:00- Please call one table at a time for students to get lap top. Students are to work on their social studies research project on the laptops. 3:00-3:15- Call tables one at a time and have students place laptops back in cart. Have students perform classroom jobs at this time. Call tables one at a time to pack and stack. Read book (students’ can select) until bell rings. 3:15- Dismissal Please let me know of any issues with any students. If they do a good as a class, they can earn marbles in the jar. Thank you so much! Classroom Management Implementation Plan I will conduct a classroom meeting at the beginning of the year for the students, and we will discuss the character traits of a â€Å"quality student† and â€Å"quality teacher. † Students will create poster of each and, the class will discuss and list what qualities students and teacher should have. Qualities will include responsibility, trustworthiness, caring, and respect. After posters are created, students will be asked to sign the poster, stating that they understand the guidelines of the classroom. Posters will be displayed in the class as a reminder of what a â€Å"quality student and teacher† should look like. I will review procedures of various topics such as morning routine, lunch count, dismissal, lining up for lunch, etc. During the first few weeks of school, I will walk the students through each procedure, often modeling procedures. After the first month or the majority of the students get the hang of the procedure, procedures will be reviewed and reinforced as necessary. In addition to communicating to the students, I will also share my classroom management plan and expectations in a letter addressed to the parents at the start of the school year. I will ask parents to discuss management plan and expectations with their child and ask that they he or she sign and return the document. In addition, I will provide my contact information and encourage the parents to contact me should they have any questions throughout the year and promote working together for the well-being of their child. Prior to the start of the school year, I will develop a seating chart based on the academic needs of my students. I will place students’ desks in groups that will allow for a cooperative or collaboration learning environment, in which students will work in groups with varying learning abilities. By having students clustered in groups, higher academic students will work with those students who will require help. Using group seating, I will also be able to reach and work with my students more easily. For students who require instructional assistance, I will place those students close to my desk or in front of room. I will also work with my students in a small group or one-on-one setting. To prevent misbehavior, I will strategically place ADHD students away from door, window to prevent distractions. To help motivate my students I will use positive reinforcement as previously mentioned. Students will have opportunities to be rewarded individually, by table, and as a class. To keep the students’ attention during my lessons, I am going to use as many hands-on methods and employ the effective questioning and popsicle stick strategy. To gain my students’ attention, I will use â€Å"1,2,3 eyes on me. † The students’ response will be â€Å"1,2 eyes on you. † I will also use various hand clapping signals and use online timers to keep students on track during transitions, learning centers, and assignments. Letter to Parents The following is a sample of a letter I plan to send out to my students’ parents during the first week of school. Dear families, As we are settling into a routine and becoming familiar with the class, I wanted to introduce myself to you and share some information with you about how I conduct my classes. My name is Jennifer Cutting, and I am your child’s teacher for the school year. This is my first year in my own classroom however I have been in education for the past five years. I have a Bachelor’s of Business Administration from Radford University and a master’s degree from University of Phoenix. Our classroom is built on the characteristic traits of respect, trustworthiness, caring, and responsibility. On the first day of school, our class created both a student teacher poster that lists the qualities of each trait. In our class, we are always striving to be a â€Å"quality student† and â€Å"quality teacher. † We look forward to sharing these with you at Back to School Night on Tuesday, September 20, 2011. To encourage students to be reminded of being a quality student, I will recognize positive behavior by verbal praise, earn fake money to be used for purchases at the classroom store, and other modes of communication to you. For off-task behavior in the classroom, I have established a tiered system of responses that will range from various nonverbal and verbal cues, and reminders. If behavior continues in class, I will instruct your child to write a note home explaining the off-task behavior. If off-task behavior continues in the classroom, I will call you or ask to set up a meeting to discuss your child’s behavior and work together toward a positive solution. Our class has discussed our classroom management plan and students understand the consequences. By working together, we can help your child have fun and succeed in second grade. Below, please sign this document, indicating that you and your child understand my classroom management plan. In addition, please indicate a daytime and nighttime phone number and e-mail address. If you should ever have any questions or concerns, please feel free to contact me via email, school phone, or schedule a conference. My email is fourcuttings@msn. com and the school’s phone number is (703)791 – 2099. I am happy to talk with the families of my students. Here’s to a wonderful year of learning in the second grade! Fondly- Mrs. Cutting I have read and understand Mrs. Cutting’s classroom management plan, and have discussed it with my child. Parent/Guardian Signature______________________________________Date_________ _____ Print Name________________________________________________________ Strategy for Assessing Classroom Management Plan I plan to use a variety of ways to assess my classroom management plan. One way to assess my classroom management plan is to have another teacher observe my class and rate my classroom based on the following chart: (Note: Please see Appendix B- Classroom Assessment chart) Another strategy I would use is to make antidotal notes and keep a journal of what strategies or techniques seem to work or not work for my students. By reflecting, I can look back at my successes as well as reflect on areas that need to be improved. I need to be flexible. If a strategy does not work one day, I need to try something else. My third strategy to help assess my classroom management plan is to participate in peer group discussions and compare what strategies or techniques in other classrooms. Listening to other teachers’ can generate a multitude of ideas for my own classroom. Conclusion As of today, this is my classroom management plan that I hope to implement in my classroom. However, I believe it will change to meet the needs of my students in the classroom. Although I will plan for my students, classroom, and instruction, I will need to learn to be flexible if something does not work. I believe I will be able to prevent most misbehaviors from occurring and meet the goals of my classroom by implementing my classroom management plan. I will always strive to look for ways to improve my classroom management. It will always be a work in progress. References Kelly, M. ( n. d. ). Positive and Negative Reinforcement. Retrieved April 20, 2011from, http://www. netplaces. com/new-teacher/behavior-management/positive-and-negative-reinforcement. htm Teachers on Target (2008). Classroom Management. Retrieved April 20, 2011 from http://www. teachersontarget. com/Management. htm Appendix A [pic] (source: University of Phoenix. (n. d. ). Classroom design Microsoft presentation. [PowerPoint slide]. Retrieved from https://portal. phoenix. edu/classroom/coursematerials/mte_520/20110315/ Appendix B |3 2 1 |1. I foster an â€Å"on-task† learning environment? | |3 2 1 |2. Students understand that when they enter my classroom they are | | |going to work | |3 2 1 |3. Students believe that my assignments are directed, productive, and| | |enjoyable | |3 2 1 |4. Students know that the tasks in my classroom are never presented | | |as punishment | |3 2 1 |5. Students believe that work done in my class has a definite purpose| | |and objective | |3 2 1 |6. My classroom is a celebratory environment? | |3 2 1 |7. Students understand that they will be rewarded and praised for | | |their hard work. | |3 2 1 |8. Students believe that my approach to them and their learning is | | |positive. | |3 2 1 |9. My classroom is an engaged environment? | |3 2 1 |10. Students engage quickly in my assignments | |3 2 1 |11. Students know exactly what they are to do. | |3 2 1 |12. Students are clear why they are doing each assignment. | |3 2 1 |13. My classroom ethos is one of mutual respect. | |3 2 1 |14. Students know that they must respect one another. | |3 2 1 |15. Students are willing to cooperate with me. | |3 2 1 |16. Students are willing to cooperate with their classmates. | |3 2 1 |17. Students listen carefully to me. | |3 2 1 |18. My classroom procedures are clear? | |3 2 1 |19. Students know what they must do to succeed. | |3 2 1 |20. Classroom rules are consistent and fairly enforced. | |3 2 1 |21. Students know how much time they have to do assignments and how they| | |will be assessed. | |3 2 1 |22. My classroom rules do not appear arbitrary. | |3 2 1 |23. My classroom is focused? | |3 2 1 |24. Assignments don’t â€Å"float† or appear â€Å"out of left field. † | |3 2 1 |25. There is a consistent routine to handing in assignments. | |3 2 1 |26. Work time in class is uninterrupted. | |3 2 1 |27. Students are expected to settle down quickly and work in class. | |3 2 1 |28. My classroom is a place where assignments are meaningful. | |3 2 1 |29. â€Å"Throw away† or filler assignments are never given. | |3 2 1 |30. Classroom work is not overly repetitive or redundant. | |3 2 1 |31. Students are clear about the objectives for each assignment. | |3 2 1 |32. There is a sense of humanness in my classroom. | |3 2 1 |33. Students are treated as human beings who have good and bad days. | |3 2 1 |34. Rules rarely if ever override human concerns. | |3 2 1 |35. Students understand that my classroom operates from a set of values. | |3 2 1 |36. My classroom is a predictable place. | |3 2 1 |37. There are no negative or unexpected surprises. | |3 2 1 |38. What I say in the classroom actually happens. | |3 2 1 |39. Students stay on task in my classroom. | |3 2 1 |40. When an assignment is given, students do it. | |3 2 1 |41. I expect and require all students to stay on task. | |3 2 1 |42. I deal with disruptions in a timely manner. | |3 2 1 |43. Student who stay on task are rewarded. | (Source:http://www. teachersontarget. com/Management. htm)