Genetically modified organisms Essay Example | Topics and Well Written Essays - 1500 words

Genetically modified organisms - Essay Example Closely related to GMOs are transgenic organisms, a subset of GEOs comprising of organisms to which DNA originating from a different has been inserted. Historical Background to GMOs Production of a GMO generally involves addition of new genetic material to the genome of an organism. This process is known as genetic engineering. Two major discoveries have contributed to the development of genetic engineering; coming up with the first recombinant bacterium in the year 1973, as well as the discovery of the DNA. This first recombinant bacterium was made from an existing bacterium E. coli was had an exogenesis Salmonella gene. The emergence of genetic engineering aroused a lot of concerns about its potential risks. These risks were first discussed in details in the Conference held in 1975. The meeting’s main recommendation was that the government establishes a body to oversee the research in this field till the safety of this technology was assured. The first company to employ the technology of recombinant DNA was founded by Herbert Boyer. The company which was named Genentech was able to create an E. coli strains that could produce the human protein insulin by 1978. A field test was carried out in 1986, which involved using genetically engineered bacteria called ice-minus bacteria to offer protection to plants from damage by frost. This was done in a small company of biotechnology by the name Advanced Genetic Sciences of Oakland, situated at California. Monsanto Company also proposed a field test of a genetically engineered microbe for a pest resistant protein but the proposal was dropped. Organizations such as WHO and FAO issued a guidance on how to asses the safety of genetically food and plants between the late 1980s and the early 1990s. The experimental planting of genetically modified plants began in Canada and United States towards the end of 1980s. It was not until the mid 1990s that the first commercial large scales cultivation of genetically enginee red plants was approved. There has been an annual increase in adoption of the engineered plants by the farmers ever since. Production Process As stated earlier, the production of a GMO generally lies on the principle of adding a new genetic material into the genome of an organism. Insertion or deletion of genes is referred to as genetic modification. The genes that are inserted mostly comes an organism of from a different species and this is a case of horizontal gene transfer. The gene transfer may occur in nature if for any given reason an exogenous DNA passes through the cell membrane. To artificially do this, one may either attach the genes to a virus or insert the extra DNA physically into the intended host’s nuclear by the use of a tiny syringe, or using very tiny particles which are fired from a device called gene gun. The natural methods of gene transfer such as the capacity of the Agro bacterium to transmit genetic material to the nuclei of plants cells or the capacit y of lent viruses to relocate genes to the nuclei of animal cells animal cells are may also be used.[3] Environmental Issues and Ethical Some environment and ethical concerns have been raised with regards to GMOs. Some environmentalists have raised concerns that could lead to some detrimental and adverse effects on

Method of Data Analysis Essay Example for Free

Method of Data Analysis Essay The researcher made use of SPSS version 15. 0 to be able to compute for the statistics required. For the degree of importance and actual performance of Body Shop, the descriptive statistics of means, standard deviations, and frequency distributions were generated. The Pearson product moment correlation coeffiecients were likewise computed; the bigger is the magnitude of the r-value, the stronger is the relationship between two variables. The sign denotes the direction of the relationship – that is, whether they are directly or inversely proportional (Salkind 2000). 3. 1 Conclusion. The present study purposively selected 150 respondents for its telephone interviews. Secondary data were the basis for the literature review and the design of the questionnaire. The latter was both face and content validated. 5 respondents were used to pilot test the instrument to ensure clarity of questions. SPSS 15. 0 was used for the statistical computations. ? Chapter 4 Results and Discussion 4. 1 Introduction This chapter presents the statistical results gathered from the survey questionnaires, and a substantive discussion of these results, culling from the literature in Chapter 2. 4. 2 Results Table 2. Gender: Frequency and Percentage Breakdown. The table shows that all of the respondents were female, accounting for 100% of the sample. Table 3. Age: Frequency and Percentage Breakdown. When asked about their age, majority of the respondets (42. 7%) answered that they were between 21-25 years old. This is followed by the 26-30 years old category (36. 0%); 31-35 years old at 10. 7%; then by 20 years old and 35-40 years old both at 5. 3% Table 4. Have You Purchased a Body Shop Product in the Past 12 Months? All of the respondents likewise expressed that they have purchased at least one Body Shop product over the past 12 months. Table 5. Means and Standard Deviations: Importance of Factors which Affect Cosmetic Product Choice. When asked to rate the importance of the factors that affect their choice of cosmetic products, the items were rated as follows, in descending order: the degree to which the product is environment-friendly (X= 4. 52, sd=. 59); the customer service of the store personnel (X=4. 32, sd=. 65); the sales promotions used for the product (X=4. 31, sd=.65); the values espoused by the company who sells the product (X=4. 16, sd=. 67); Having a globally renowned brand name (X= 4. 16, sd=. 59); trendiness or fashion sense represented by the product (X= 4. 11, sd=. 64); recommendations or positive feedback I garner from my friends, family and acquaintances (X=4. 05, sd=. 68); competitive price of the product (X= 4. 05, sd=. 61); the degree to which the product espouses â€Å"natural† rather than artificial (X=4. 00, sd=. 66); quality of the products (X=3. 88, sd=. 71); the convenience of going to the store location (X=3. 84, sd=.59); the variety of product offerings in the store (X= 3. 59, sd=. 59); Attractiveness of the packaging (X=3. 21, sd=. 52); information on the product’s label (X=3. 17, sd=. 80); and media advertisements of the product (X=2. 73, sd=. 86). Table 6. Means and Standard Deviations: Actual Performance of Factors which Affect Cosmetic Product Choice. On the other hand, when the respondents were asked to rate the actual performance of Body Shop through the same factors, the following are the results in descending order: the degree to which the product is environment-friendly (X=4.57, sd=. 49); The customer service of the store personnel (X=4. 48, sd=. 60); the degree to which the product espouses â€Å"natural† rather than artificial (X=4. 37, sd=. 58); the values espoused by the company who sells the product (X=4. 37, sd=. 67); having a globally renowned brand name (X=4. 20, sd=. 69); quality of the products (X=4. 14, sd=. 74); recommendations or positive feedback I garner from my friends, family and acquaintances (X=4. 11, sd=. 78); the sales promotions used for the product (X=4. 05, sd=. 75); the convenience of going to the store location (X=3. 94, sd=.60); Trendiness or fashion sense represented by the product (X=3. 90, sd=. 72); the variety of product offerings in the store (X=3. 79, sd=. 52); competitive price of the product (X=3. 63, sd=. 70); attractiveness of the packaging (X=3. 58, sd=. 49); information on the product’s label (X=3. 36, sd=. 66); and media advertisements of the product (X=2. 73, sd=. 85). Table 7. 1 Paired Means and Standard Deviations of Factors. Table 7. 2. T-test Results of Pairwise Comparisons of Importance and Actual Performance. The following pairwise comparisons are significant at the . 01 level: Quality of the products (t=-5. 92, p=. 00), the customer service of the store personnel (t=-3. 85, p=. 00); the variety of product offerings in the store (t=-6. 23, p=. 00); the convenience of going to the store location (t=-4. 07, p=. 00); attractiveness of the packaging (t=-7. 69, p=. 00); the degree to which the product espouses â€Å"natural† rather than artificial (t=-6. 12, p=. 00); the values espoused by the company who sells the product (X=4. 37, sd=. 00). In all these items, Body Shop has exceeded the degree of importance attached by the respondent on the factor. In contrast, the following factors are those in which Body Shop did not quite meet client expectations based on the degree of importance they have assigned to each: competitive price of the product (t=8. 66, p=. 00); trendiness or fashion sense represented by the product (t=3. 73, p=. 00); and the sales promotions used for the product (t=3. 98, p=. 00). There are no significant differences on the following items: brand (t=-. 816, p=. 416); the degree to which the product is environment friendly (1. 465, p=. 145); and positive feedback garnered from significant others (t=-1.070, p=. 287). These suggest that Body Shop has met expectations of the respondents based on the degree of importance they have attached to each factor. Table 8. Correlations among Patronage of Environmental Friendly Products, Social Responsibility of a Company, Patronage of Products and Companies that Care for the Environment, and Overall Satisfaction on Body Shop. The correlation results show that patronage of Body Shop products because of their being environment friendly is significantly correlated with their being a socially responsible company (r=. 397, p=.00). This means that patronage of Body Shop products increases as well with positive perceptions of their company as being socially responsible. Moreover, such patronage is also positively and significantly correlated with their expressed support for companies that espouse care for the environment (r=. 533, p=. 00). None of the statements were significantly related to overall satisfaction of Body Shop products, which suggests that there are other determinants of satisfaction apart from espousing environment friendliness and corporate social responsibility.

Adoption of a reflective approach and reflective thinking

Adoption of a reflective approach and reflective thinking Basically, the basis of reflective approach suggests that the assessment of teacher quality should be achieved through reflection (Vieira and Marques: 2002). It is noteworthy therefore, that many writers in the field of teacher education such as, (Loughram: 1996; Richards: 1995; Cruickshan and Applegate: 1981; Dewy: 1910) have sought to define this word. A according to Richards (1995:1) the concept of reflection or critical reflection indicates to an activity or process in which an experience is recalled, considered and evaluated, usually in relation to broader purpose. It is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision-making and as a source for planning and action. It is defined also by Cruickshan and Applegate (1981:553) as helping teacher to think about what happened, why it happened and what else they could have done to reach their goal. Furthermore, reflection is considered the deliberate and purposeful act of thinking which centres on ways of responding to problem situations (Loughram: 1996). Accordingly, it is noted that they agree that reflective teachers employ cognitive processes in order to solve the problems which might face them in their daily professional practice. On the other hand, the notion of reflective thinking traced back to Dewey (1910) which refers to problem framing, identifying alternative solutions and choosing from options according to the outcome we want and the situation at hand (Dewey: 1910 cited in Roberts: 1998). The main reasons for the adoption of reflective approach and reflective thinking: There are many reasons for the adoption of reflective approach and reflective thinking in teacher development programs which I think they are considered positive aspects. One of these aspects is that reflection approach provides a solution for teachers to shift from the routinised and automatic acts in their classroom situations and enables them to possess awareness about the kinds of decisions which they might make in their teaching and choosing the consequences of their instructional decisions. This can be achieved through reflecting on ones teaching as a step towards change in their teaching way (Richards: 1995).Because, according to (ibid: 1995) teachers who utilised reflective analysis in their own teaching admitted that it is a valuable element for professional growth and self evaluation. Another positive aspect is that the adoption of reflective thinking in teacher education can be considered a beneficial factor because, as Posner (1989) points out, when students teachers have the reflective thinking they will have new teaching ways instead of being tradition and have the possibility to interpret new experiences derived from their fresh ideas as a result of reflective thinking. Further more, reflective thinking will enable teachers to possess a philosophical approach to teach coherently because, by developing this kind of thinking they have the ability to integrate various types of knowledge which could be received during their teacher development program. On the other hand, it is important to note that reflection which is the basic component in reflection approach and reflective thinking has many advantages which can not be ignored. One of these advantages is that we can achieve the personal growth through reflection, because it makes us free from single views of situations which might hinder our thinking in defining problems and finding solutions. Moreover, problems which might face teachers can be reframed in different ways by reflection. Thus, providing a wide range of possible ideas then, helping teachers to have a wide range of possible solutions (Dewey: 1910 cited in Roberts: 1998). Additionally, when teachers use reflection they will have the ability to think about educational aspects of their work and a raise awareness of important ethical and moral questions (Van Manen: 1977). However, it is worth noted to mention the importance of critical reflection as Richards (1998) indicates that it enables teacher to have comprehension knowledge about themselves as teachers as a result, they can be prepared well to have a decision about their own teaching. This view can be supported by Dewey in 1904 when he pointed out preparing teachers to be critically reflective about their practice may be more important in long term than focussing on mastery of the techniques and skills (Dewey: 1904 cited in Richards: 1998:152). On the other hand, reflective teachers characterise by positive features according to the finding of a longitudinal study conducted by Korthagen and Wubbels (1995) regarded to teacher education program in Utrecht. These features include: First, reflective teacher have the ability to structure situations and problems. Second, they can evaluate their experience by using questioning approach for example, asking questions such as, why and how this happened in their own teaching. Third, they possess strong feeling of personal security and self efficacy and able to analyze and describe experience and interaction perfectly. Fourth, they are independent learners because they have clear understanding about what they need to learn. Hence, from what discussed above, we can see that reflective approach and reflective thinking play an important role which can not be ignored in teacher development programs. The underlying principles of reflective approach: Since reflection is considered an important element in reflective approach, writers such as (Dewey: 1910, 1933; Schà ¶n: 1983; Wallace: 1991) gave a great deal of discussion based on it. I am going to analyse the principles of reflective approach based on their discussions as follows: The principles based on Deweys account: According to Dewey (1910:1933) reflective thinking is the basis of deliberative thought. In his perspective disciplined deliberative thinking is seen as a basis for citizenship and personal progress (Roberts: 1998). Moreover, in order to reflect effectively, teachers should develop particular skills, for instance, observation and reasoning and should possess some sort of qualities such as, responsibility, open minded and wholeheartedness ( Griffiths:2000). But, it is noted that there is a shortcoming with this account in that his idea of teaching as routine action is unjustified because as Furlong and Maynard (1995:45) considered it is an over-simplification and does not capture the multi-facetedness ,unpredictability and sheer complexity of teaching (Furlong and Maynard:1995 cited in Griffiths:2000). The principles based on Schà ¶ns account: Wallaces reflective model: The principles of reflective approach in Wallaces reflective model emphasis that there are two important types of knowledge which should be included in teacher education courses comprised: First, received knowledge and second, experiential knowledge. The first refers to all concepts, skills and theories that trainees received through their academic study or from other sources such as, reading books. The second refers to the knowledge based on trainees past experience in their teaching practice (Wallace: 1991). Wallaces model, however, is separated into three stages as follows: The pr- training stage. The professional education/development stage. The professional competence stage. It is demonstrated in figure (4.1) below. To put it more simple, in the first stage there is believe that teachers trainees who engaged in professional education do not come with blank minds. In other words, they have already the idea of good and bad teacher that is to say, what Wallace refers to trainees existing conceptual schemata or mental constructs (Wallace: 49:1991). In the second stage, the professional development is achieved by theory and practice that is what he refers to as a cyclical process. In other words, the received knowledge and the experiential knowledge are integrated together. To illustrate, once students teachers engaged into classroom environment, they have the ability to discover a real framework of teaching and have awareness of the differences of classroom situations. Accordingly, their performance will be recalled during their teaching practice. For example, they will ask questions such as, how could some experienced teachers tackle with those situations and how they themselves can deal with them. Thus, they can evaluate their professional performance by reflecting upon their classroom activities. As a result, the positive and negative sides of their teaching strategy will be discovered. Hence, they will be professional educators and have the professional competence which is the aim of the third stage (ibid). Although, Wallaces reflective model can be applied in both pre-service and in-service education, yet from the principles drew above. It is noted that there are some limitations, because there is an important question should be asked here, is the experience shared among teachers because it seems to be private. Another limitation lies in participants school culture might not encourage reflection.

Capital Punishment Essay - Death Penalty as a Deterrent to Crime :: Argumentative Persuasive Essays

The Death Penalty as a Deterrent to Crime Brutally murdered by a man no one would have suspected, an innocent twelve-year old girl was taken from her mother. Although, this poor girl's mother was stricken with grief and anger, she did not wish for this murderer to die for her own sake, but to protect other innocent girls like her own. She sat and watched, staring into the eyes of the man who had killed her daughter. She watched as they inserted the needle containing the fluid that would take his life. Is it morally unjust to execute criminals after they have committed a certain horrific crime upon another innocent victim? Until mid-twentieth century, this had been the tradition of practice, dating back to ancient times. In the United States especially, capital punishment is a hot topic of discussion and controversy. It is a difficult issue with many different points of view. Some are pro death penalty, others against the death penalty, and yet others with mixed feelings. So many different questions originate when the topic of the death penalty arises. Some of these are cost, sentencing equality, religious beliefs, the possibility of executing the innocent, and deterrence. These are just a few of the heated issues to consider. The death penalty is deterring crime, showing that individuals in the United States will be held responsible for their actions. Some of the first death penalty laws can be dated as far back as the Eighteenth Century. This was a time when death was the only punishment for all crimes. These death sentences were done by means of beheading, drowning, beating to death, and burning alive, among others. From 1823 to 1837, the death penalty was eliminated, in Britain, for over 100 of the 222 crimes punishable by death. In 1967, after many legal challenges through the courts, executions were stopped in the United States. Finally, the Supreme Court placed a suspension on capital punishment in 1972, although later allowed it in 1977, under certain conditions (Changes). Cost plays a major role in the death penalty. Opposing views say that it is far more expensive to execute someone than to give them life without parole. On the other hand, many others disagree. It has been estimated that life without parole cases will cost 1.2 million to 3.6 million dollars more than that equivalent to using the death penalty. On average, a life without parole sentence lasts thirty to forty years, while the annual cost of imprisonment is 40,000 to 50,000 dollars for each prisoner or more, each year (Lowe).

Analysis Of Different Types Of Competition Economics Essay

To travel markets back towards perfect competition, have to hold a really big figure of houses, complete freedom of entry, a homogenous merchandise and perfect cognition of the goods. In the short tally, the supranormal net incomes can be because there is no clip for new houses to prosecute the market. However, the supranormal net incomes will be competed by new houses in the long tally. In the short tally, the demand curve and the supply curve is equal to fringy cost. In the long tally, monetary value is equal to hanker run mean cost. The perfect competition market is a monetary value taker, so the monetary value is non alteration.MonopolyIn monopoly, has merely one house in an industry, restricted or wholly out of use freedom of entry, merely one alone merchandise. Barriers to the entry of new houses is apparent to protect a monopoly from rivals such as economic systems of graduated table, control over supplies of inputs or end products, patents or right of first publication, and t actics to extinguish challengers. Monopoly will acquire maximized monetary values. If the demand curve and cost curve of monopoly are the same of absolutely competitory industry, monopoly will bring forth less and halt at the higher monetary value than absolutely competitory industry to maintain their clients. Potential of rivals is of import such as a house ‘s monetary value and scheme.Monopolistic CompetitionIn monopolistic competition, has a rather big figure of houses, unrestricted freedom of entry, has different sort of merchandises. In the short tally, the houses can gain supranormal net incomes because clients still want to purchase the merchandises even though the monetary value goes up. However, in the long tally, the demand curve will touch the long-term norm cost curve ; it means the monetary value goes up so clients do non desire to purchase the merchandises because their wages still the same degree. Therefore, the houses will non acquire more net incomes. Many hou ses under monopolistic competition can prosecute in non-price competition such as merchandise development and advertisement to keep an advantage over their challengers. Monopolistically competitory houses may hold higher costs than absolutely competitory houses, but clients can acquire different sort of merchandises. Monopolistically competitory houses possibly have fewer economic systems than monopolies and have less research and development, but they can maintain monetary values lower than under monopoly.OligopolyIn oligopoly, has few figure of houses, restricted freedom of entry, has apathetic merchandises or merchandise distinction. Besides the houses under monopolistic competition, there are assorted barriers to the entry but similar to under monopoly.Chapter fourMarket StructuresTable Of ContentssIntroduction†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . p. 1Theory†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . pp. 2 – 3Part I – Perfect Competition†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . pp. 4 – 7Part II – Monopoly†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . pp. 8 – 10Part III – Monopolistic Competition†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . pp. 11 – 13Part IV – Oligopoly†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . pp. 14 – 15Decision†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . p. 16Mentions†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ . p. 17IntroductionPresents, the market construction of the concern are plentiful and assorted. Classifying markets require each company or house have to understand item clearly to be after the right manner to make concern. As a consequence, market construction has four sorts: Perfect competition, monopoly, monopolistic competition and oligopoly. It can be said, in any states which besides happen to positive and negative of each type. Therefore, chapter Four of Necessities of Economics is traveling to explicate four types of market construction. Besides, the competitions are between companies together is based on what sort of concern and the strength they have from each specific instance. This chapter besides give information about advantage and disadvantage of market construction because some sorts can acquire much net income merely and some sorts have to vie. In peculiar, each house will hold assorted schemes because they will hold assorted challengers and competitions.TheoryThe manner purchasers and providers interacts each other in the industry to make up one's mind the monetary value and the measure is defined as market construction. There are 4 market constructions that have been used in the economic universe: Perfect competition, Monopoly, Monopolistic competition ( Imperfect competition ) and Oligopoly. Perfect competition is the free-entry market in which there are limitless purchasers and Sellerss called monetary value taker. They have no power to command the monetary value of the merchandises which merely based on demand and supply in the market. There is a market that has merely individual marketer. It is stated as Monopoly market where the monetary value is set by one marketer. Example: EVN, Petrolimex†¦ Monopolistic competition or Imperfect competition is similar to hone competition, which has a batch of Sellerss bring forthing a differentiated merchandise. Each can put its ain monetary value and measure ; nevertheless, they are excessively little to act upon the whole market monetary value and measure. Oligopoly is the market which has a little figure of Sellerss in the industry. At least one determination about the monetary value or the measure of one house can count to the others. Finally, when different purchasers buy the merchandise by different monetary value, that statement is defined as monetary value favoritism. In international trading, sometime it can do a dumping[ 1 ].CASE STUDYChapter 4Market STRUTURESPart IPERFECT COMPETITIONThe economic system, in general, is all about competition. Competition is good because it makes clients to be a male monarch who can make up one's mind what productions they will utilize and how quality is that. However, true aims of houses are n't to do the clients to be a male monarch. What they try to make is maximise their net incomes. But in ‘perfect competition market ‘ , the fact is, houses can do supranormal net incomes in the short-term but in the long tally they wo n't do any net incomes. They merely have adequate to remain in concern. Perfect competition is a market construction where all houses produce the same merchandise and noA producerA orA consumerA has the rightA or ability toA controlA theA market, A asA affect the monetary value. Perfect Competition is merely a theory that does n't be in the existent universe because of so many conditions have to be met. However, there are markets that come near to perfect competition market if it has four following conditions. First, there are so many houses or manufacturers that participate in the market and none of them have a right to alter the market monetary value. For case, the market for rice in Vietnam is so broad. Regardless of one husbandman has produced 100 more kgs of rice, the rice market monetary value is still maintained the same. This status of each house being so little that they are undistinguished comparative to the market is what makes the MR curve horizontal or absolutely elastic.[ 2 ] Fringy Revenue curve[ 3 ] One house can bring forth a noticeable sum of end product but it is nil compared to the market. As a consequence, the extra end product the house produces can be sold at the same monetary value as smaller measures of end product. Second, it has to be the market where all houses are selling an indistinguishable merchandise produced in the same manner. When all houses produce an indistinguishable merchandise, they are called homogenous merchandises.[ 4 ]The premise about homogenous merchandises means that all houses will sell their merchandises at the same monetary value. If all the merchandises from different houses are indistinguishable, clients will choose houses by taking the lowest monetary value. Any house that set their monetary value higher than others will lose all its clients. Third, there is no limitation to come in or go out the market means that new houses can easy acquire into the industry every bit good as the older houses can acquire out. In long-term, this is really of import. New houses when they try to come in the industry, there is no other manner to vie with other houses beside of lower their monetary value to pull clients. The existing houses must follow the new lower monetary value in order non to lose clients and after that, supranormal net incomes are no more. That is the ground why in long tally, houses merely make adequate net incomes to remain in the concern. Finally, 4th conditions, is that all houses are to the full cognizant of monetary values, the manner of lower cost of production and market chances and clients know all about the monetary value, the quality of the merchandise at all times.[ 5 ]The economic expert called it by perfect cognition or perfect information. Although Perfect Competition does n't be in any existent economic systems, it is an ideal economic that make the economic become better and more expeditiously. In other words,

A Study of factors affecting moving forward

To properly critique this article, many guidelines are considered which include: data analysis and findings, discussion of the implication/recommendations, the statement of he problem, a literature review, hypothesis or research questions, description of conceptual/theoretical framework, research designs, sample and population, explanation of data collection and measurement, and explanation of procedures. Introduction Spinal cord injury (SIC) is a traumatic and devastating event in any person's life (Chem., 2013).Spinal cord injury might be partial or total, but whichever type can cause impairment of physical mobility leaving those affected with challenges of coping with rehabilitation. However, current treatment entities to focus in the provision of care in the acute stage and the prevention and (Chem., 2013) treatment of complications (Chem., 2013). SIC continues to impact the lives of those affected and their families socially, physically, mentally, and spiritually. Independence t o the greatest ability of the patient is a long-term goal.By providing a multi-disciplinary team to treat a patient, it gives additional professional support to allow a more rounded, stronger, and more positive recovery. Although many scientists are studying nerve regeneration and conducting stem cell research (Chem., 201 3) for the retirement of SIC but the cure is still a long way off (Chem., 2013). However, self-perception, age, self-efficacy are factors influencing individuals with SIC to successfully moving forward without withdrawing from the society.Patients who effectively learn to cope and work with disabilities can then have a positive self-perception and achieve optimal self-efficacy. Today, asking questions, seeking answers, and implementing evidence-best practices will advance and guide how care is provided for the SIC patient with the goal of a more enriched life post-injury. Rehabilitation assists the individual to achieve he highest possible level of self-care and in dependence. This study was conducted in Taiwan, so it is vital to study the behaviors, cultures, and definitions when reviewing the literature.Varying health beliefs on illness and behavior are expected. The difference does not mean that the study is invalid or negative. The research design for this quantitative article Was a descriptive-correlation, cross-sectional study. They studied the relationships between â€Å"moving-forward behavior† and how it relates to age, demographics, and disease characteristics (Chem., 2013). Three characteristics were combined o define â€Å"moving-forward behavior: self-efficacy, self-perception, and social support.

Monopoly of the United States Postal Service

Monopoly of the United States Postal Service A monopoly is a market system where one supplier has command over the whole or nearly the entire market. The supplier therefore has the ability to dictate the market in his favor. The ability to dictate can be on prices, packaging and service delivery among others (Money, 2011). This paper discusses the United States postal service in its capacity as a monopoly.Advertising We will write a custom research paper sample on Monopoly of the United States Postal Service specifically for you for only $16.05 $11/page Learn More The United States Postal Service The United States Postal Service was established in 1775 by the then continental congress. A post master general was named who effectively coordinated the postal services in the interest the Americans’ welfare. The congress then later directed the expansion of the postal service to include the costal and western regions. The expansion of services continued later. The access to the postal service was enh anced during the mid nineteenth century when the congress lowered the mailing rates making the service more affordable and accessible. This was followed by the introduction of mail deliveries to door steps at absolutely no cost. Another service, the parcel post was introduced by the â€Å"post office department† in the year 1913. The postal department was then awarded a monopoly by the congress to protect it from private firms which could selectively provide services on the basis of profitability. Further legislations have since been made to enhance the service delivery of the department that is currently known as the United States postal service. The postal service became a monopoly under the legislation of the congress. This monopoly was formed by a legislative act and not by any merger. It can therefore be said to have been formed naturally (USPS, 2008). Impact of the Postal Service on the Market The postal service has had significant impact in the American market. Its ext ensive service that handles hundreds of billions of mails in a year has enhanced communication both in the social and economic aspects. The postal service provided a means of communication among entities ranging from mail deliveries to money transfers. This had an impact of a fostered communication among people and entities especially before other modes of communications like the mobile phones and the internet were widely developed. It has also had negative impacts in its services. There have in the past been outcries over increased postal rates which can be attributed to lack of competition (Gale, 2011) Being formed by a legislation of the congress, the postal service can be classified as a government monopoly. Government monopolies are those monopolies that are established as a result of legislation passed by a government to protect a given market. In its case the United States postal service was established as a monopoly to protect it from private investors who would be selective in service delivery with profit as the guiding factor and not provision of the necessary services to people (USPS, 2008).Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The postal service can be seen to have an extensively distributed network all over the United States. The supply of its services is therefore not limited as one of its legal mandate is the service delivery to the citizens (USPS, 2008). Geddes explains that as any state owned monopoly, the postal service at times offer prices that are bellow reasonable in order to force private competitors out of the market. This can be done even if its net effect is a loss to the state cooperation (Geddes, 2003). The postal service does not directly discriminate on prices but had in earlier years been accused of indirect discrimination of offering specialized services to second class mailers at no extra charge (FTP, n.d. ). References FTP. (n.d.) Post Office. FTP Resource. Retrieved from: web. Gale. (2011). United States Postal Service. Business High Beam. Web. Geddes, R. (2003). Opportunities for Anticompetitive Behavior in Postal Services. American Entreprise Institute for Public Policy Research. Retrieved from: aei.org/ Money. ( 2011). Monopoly. Money Terms. Retrieved from: https://moneyterms.co.uk/ USPS. (2008). Universal Service and the Postal Monopoly. United States Postal Services. Retrieved from: https://www.usps.com/Advertising We will write a custom research paper sample on Monopoly of the United States Postal Service specifically for you for only $16.05 $11/page Learn More

Free Essays on History Of The Internet

In 1964, the RAND proposal was put forward. Written by Paul Baran, this proposal stated the principles of a new network which was to be built for maximum strength and flexibility. This new network would have no central authority. The principles of this network were that all the nodes would be equal in status and each could send and receive messages. All the messages would be sent in packets, each with its own address. These packets would be sent at one node and would arrive at another one. This may seem rather obvious, but what was new was that the way the packets went through the net was not important. That means that if one node was destroyed, the rest of the nodes would still be able to communicate. This is of course was inefficient and rather slow, but extremely reliable. The Internet still uses this method nowadays, and there has been only one collective crash so far. The Pentagon's Advanced Research Projects Agency (ARPA) wanted to install an advanced network based on the principles in the US. The network was called ARPANET and consisted of four high speed computers (nodes). In 1969, the first node was installed in UCLA. By 1971 there were 23 nodes on ARPANET. In 1972 the first e-mail program was created by Ray Tomlinson of BBN. He chose the @ symbol to link the username to the address. Telnet protocol allowed logging on to a distant computer. It was published as Request for Comments (RFC). These were means of sharing developmental work throughout the network community. Instead of using the ARPANET for long distance computing, the scientists used it for communicating with each other. Each user had his/her own e-mail address. In 1973, â€Å"Development began on the protocol later to be called TCP/IP, it was developed by a group headed by Vinton Cerf from Stanford and Bob Kahn from DARPA. This new protocol was to allow diverse computer networks to interconnect and communicate with each other (Kristula 1974-1983).†... Free Essays on History Of The Internet Free Essays on History Of The Internet In 1964, the RAND proposal was put forward. Written by Paul Baran, this proposal stated the principles of a new network which was to be built for maximum strength and flexibility. This new network would have no central authority. The principles of this network were that all the nodes would be equal in status and each could send and receive messages. All the messages would be sent in packets, each with its own address. These packets would be sent at one node and would arrive at another one. This may seem rather obvious, but what was new was that the way the packets went through the net was not important. That means that if one node was destroyed, the rest of the nodes would still be able to communicate. This is of course was inefficient and rather slow, but extremely reliable. The Internet still uses this method nowadays, and there has been only one collective crash so far. The Pentagon's Advanced Research Projects Agency (ARPA) wanted to install an advanced network based on the principles in the US. The network was called ARPANET and consisted of four high speed computers (nodes). In 1969, the first node was installed in UCLA. By 1971 there were 23 nodes on ARPANET. In 1972 the first e-mail program was created by Ray Tomlinson of BBN. He chose the @ symbol to link the username to the address. Telnet protocol allowed logging on to a distant computer. It was published as Request for Comments (RFC). These were means of sharing developmental work throughout the network community. Instead of using the ARPANET for long distance computing, the scientists used it for communicating with each other. Each user had his/her own e-mail address. In 1973, â€Å"Development began on the protocol later to be called TCP/IP, it was developed by a group headed by Vinton Cerf from Stanford and Bob Kahn from DARPA. This new protocol was to allow diverse computer networks to interconnect and communicate with each other (Kristula 1974-1983).†...

A Contrast Between the Reapers Are the Angels by Alden Bell and Salems Lot by Stephen King

A Contrast Between the Reapers Are the Angels by Alden Bell and 'Salem's Lot by Stephen King Rationalizing the Supernatural in Horror Novels Stephen King, often declared the greatest and most successful contemporary horror novelist wrote that, â€Å"the great literature of the supernatural often contains the same ‘let’s slow down and look at the accident’ syndrome.† (King, Nightshift xv). This refers to the guilty fascination readers feel as they are captivated by the gruesome details of horror literature. Both Alden Bells’ The Reapers are the Angels and Stephen King’s own ‘salem’s Lot rely on the phenomenon to create an enthralling story. Most people cannot deny that they feel compelled to admire a tragic wreck that is completely out of the ordinary, and this same instinct makes horror literature, like those mentioned, so successful. When in a car wreck, survivors are concerned with their safety and survival and can’t fully take in the details of the situation. Others who drive by, however, tend to slow down and look at the wreck, because they aren’t in danger and have the mental capacity to look at the details of the wreck. They can consider and comprehend the terrifying accident that happened. Similarly, horror novels allow readers to experience the supernatural and the morbid without being overwhelmed by their own fear, but rather they can inspect and approach the supernatural and morbid rationally. Alden Bell’s novel, The Reapers are the Angels takes place in a world of morbidity. Temple fights for survival in a world that has been mostly taken over by the undead, where â€Å"slugs† or â€Å"meatskins† are hungry for human flesh. She encounters fellow humans, some who help her and some who are enemies, as she moves nomadically throughout the United States. She is distant from characters and rejects living in one home, after the death of her younger brother, Malcolm, who she felt she was solely responsible for. Her world involves constant running and fighting, displaying constant fearlessness as most readers would not survive a day among the undead. Morbid images, involving human flesh, blood and carcasses are a reality for Temple. There are many parts of the horror novel that go into great detail of how a human body is torn apart, something that an ordinary person would never see or experience. One example of this is when part of Temple’s pinky finge r is chopped off, and she is fixing it up again. â€Å"It’s gone just above the first knuckle, a clean cut through the bone that shows as a yellow twig poking through at the end. She uses her other hand to draw the skin up over the end of the bone and pinch it shut like a foreskin†¦ now just run a thread through there a few times and tie it off. It’ll be okay.† (Bell, The Reapers are the Angels Ch. 4) This is situation is really out of the ordinary for most readers, who most likely wouldn’t be able to thread half their finger closed without getting sick. However, Temple’s tone makes this seem like a very normal occurrence. This tone is also expressed when she kills Abraham Todd, thinking, â€Å"Why do the livin and dyin always have to be just half an inch apart? She goes to the desk and takes a ballpoint pen from the drawer and puts the tip of it in his nostril and drives it upward sharp and hard with the heel of her hand to keep him from com ing back.† (Bell, The Reapers are the Angels Ch. 3) Most people aren’t murderers and would be extremely shocked in such a situation; probably too shocked to recount memories or make snarky remarks. Throughout the book, Temple is constantly facing dead bodies and other extremely morbid things, which she describes in great detail to readers. Her responses and feelings during these situations are rational and calm, or at least calmer that any regular person would react. She describes horrifying situations with great detail so that readers can understand and experience the situation; neither Temple nor the reader is too overwhelmed by fear to comprehend the situation of fear. Rather, readers are fascinated by the situation, as Stephen King suggests we do in his forward to Nightshift. ‘salem’s Lot exemplifies the author’s own claim about horror novels. Ben Mears, the main character of the horror novel, is an author staying in his childhood town to research for his new novel. During his stay he makes some friends and attempts to protect the people of the town as they transform into vampires. Without success, he leaves with the one other survivor, leaving the town empty of living humans. The detailed explanations that King uses to describe the morbid occurrences of the story create a novel that captivates readers. One of these occurrences was when Ben staked the vampire of Susan, his girlfriend. â€Å"Death had not put its mark on her. Her face was blushed with color, and her lips, innocent of make-up, were a deep and glowing read. Her forehead was pale but flawless, the skin like cream. Her eyes were closed, and the dark lashes lay snootily against her cheeks†¦ Yet the total impression was not of angelic loveliness but a cold, disconnected beauty.† (King, ‘Salem’s Lot Ch. 14 Pt. 15) The undead are monsters that we expect to appear frightening, but we don’t understand why we would feel frightened by them, until an author like King describes the beauty of a vampire like Susan and we understand why we feel uneasy. Further in the chapter, as Ben is staking her body, â€Å"blood gushed upward from the stake’s point of entry in a bright and astonishing flood, splashing his hands, his shirt, his cheeks. In an instant the cellar was filled with its hot, coppery odor.† This description is fascinating to readers, because in the situation we would not be able to comprehend what was happening, as we would be overwhelmed by fear. When we read about this shocking scene of the story, we experience it without fear distracting us from the details. Readers can slow down the situation and inspect the details of it, similar to how one would slow down to stare at a car wreck. The style and structure of the book itself is filled with extraordinary detail, even though the conclusion of the story is an empty town void of humans. The novel cycles through several different characters’ viewpoints and storylines. When looking at the storyline, many of the details and additional characters would not have actually been necessary in reaching the same conclusion. For example, the story of Dud Rogers, who lived by and maintained the Jerusalem’s Lot’s Town Dump, was described in painful detail. It described his introverted personality, his appreciation of setting the dump on fire, his angry thoughts and his habit of shooting rats (King, ‘Salem’s Lot Ch. 3 Pt. 10). References and connections between Dud and other community members were very rare and insignificant, and his fate was death and rising as a vampire like all the other people of the town, posing the question of whether his role in the book was important. Although it seems rea lly distracting when following the story line, especially because he is only one of many minor characters that each carry their own complicated story and personality, he played a role in the overall effect of the story, along with all of these minor characters. ‘Salem’s Lot is not a story of some individual vampires or even the horrific death of a group of innocent people, but rather how an entire town died. The detail given to characters like Dud contribute to formation of the town. They are important in making readers realize that this is not Ben Mears and his friends’ story, but the story of ‘Salem’s Lot. The detail also contributes to King’s â€Å"slow down and look at the accident† syndrome. With this full understanding of the community, readers can also better comprehend the death of the town. Something so morbid and horrific as the fall of a town to vampires is really irrational and incomprehensible to people, because it is extre mely out of the ordinary and in this case isn’t truly possible. The detail that King’s novel features creates an understandable explanation for this town’s unexplainable and terrifying status, and this is what captures readers. In his forward, King explains why appealing to this obsession with morbidity is effective in attracting readers. Most of our fears are irrational, or the way we approach them is irrational. We know that vampires, zombies and the supernatural do not exist, but we are afraid of them nonetheless. The forward uses an example that most people can relate to; we make sure our entire body is under the covers when we are in bed, in fear of a cold hand reaching out from under the bed, and where this hand may drag us. We can’t comprehend this fear because we feel it despite knowing it is irrational. However, horror novels, like those mentioned, approach these fears in a very rational way, as exemplified by both The Reapers are the Angels and ‘salem’s Lot. The rational descriptions and approaches to supernatural horrors in some horror literature interest readers, because they can finally achieve comprehension of their irrationality. This is fascinating to readers not because they are fascinated by morbidity, death and the supernatural, but because they can understand fears that were previously beyond their understanding. These horror novels are an opportunity for readers to slow down and think about supernatural horrors rationally without being under the influence of their own fear.

Water Provision in Arid and Semi Arid Areas Essay

Water Provision in Arid and Semi Arid Areas - Essay Example The position of ground water will determine the costs of drilling and the length of the pipes that will be used. If it is far below the cost will be high and if it is near the surface the cost will be less. In rain water harvesting, the main factor that is considered is the amount of rain that is received in the given region. In arid and semi arid areas it is logic that the amount of rain is minimal and so there is the need to ensure that the available rain is utilized in the best way possible. This is done by increasing the surface area of the harvesters. The storage is done in tanks and the water can be used for human consumption, irrigation and also for giving livestock.Rain water harvesting refers to the collection of water before it reaches the ground surface. The water is used for subsistence purposes and also for other purposes like irrigation. Rain water harvesting has been used for a long time in many regions and it has been applied lately in arid and semi arid areas to take advantage of the little amount of rain that is received in those regions. The rain water received is usually preferred over the collected ground water because it is considered soft and lacks the minerals, unlike ground water which is hard and contains minerals which are associated with a number of problems like failing to foam while cleaning and changing of teeth color when drank without boiling.In the collection of rain water, the method that has mainly been used by many people is the collection of rooftop water.

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

German - Essay Example It was situated just next to the great Jewish monument. The Roma / Sinti memorial is also of a more modest scale as compared to the Jewish one which is of the size of a football field. It is located to the north-eastern part of large Berlin’s center and is not far from the vast memorial for the infamed murdered Jews of Europe. It was a good idea to have different monuments or memorials for the different affected groups. They suffered different causes like racism, beliefs as well as sexuality. They also represented people of different origins. The Germans, in particular, also suffered as far as the gay holocaust is concerned. Even the gay Nazis were murdered. This difference had to be observed in order to accurately pair the remembrance of their suffering to their true identities. The ort der information or the underground information was a brilliant idea conceived by Peter Eisenman together with Dagmar. It is this site that blends history and memory. It serves both as a site of memory and that of history, both informational and commemorative (Crownshaw and Rowland 86). The naming of the monument in the memory of the killed Jews absolves the other Jews who perished in the Germanys dark ages from the conditions they were subjected to in the concentration camps. Some died of diseases and others even committed suicide. Logically, in one way or another, they all died in the times of the holocaust from the Nazis set conditions, unfair laws, or even maltreatment. The more favorable and inclusive for all Jews would be â€Å"Memorial to the perished Jews under Nazism†. The United States of America never perpetrated the Holocaust. Actually, it was the U.S. that assisted in ending the holocaust. The genocide of the native Red Indians and other atrocities that were committed during the slavery period took place closer home, and therefore are more connected to the United States. For this reason, the establishment of the Holocaust

Types of Consumer Behaviour and their Impacts Case Study

Types of Consumer Behaviour and their Impacts - Case Study Example There are different ways in which consumers behave when buying goods and services hence forming four classes of consumer behaviour. Some consumers are described as opportunistic stop buyers and such have no specific place of buying their products but rather they get them from any vendor or service provider they meet. In comparison to the financial sector, these consumers are not patriotic to a specific bank or microfinance but their transactions are made at any bank or financial service provider that has advertised its services in an appealing way. It has been reported that consumers exhibit this behaviour in the financial sector due to the high interest rates charged in banks. Such companies should take into consideration the fact that if interest rates charged on borrowed loans continues to raise uncontrollably the customers will flee to banks that offer manageable rates. They should also be honest and give their customers any accumulated dividends and shares. Other customers will exhibit opportunistic store buying whereby they also have no specific preference of a certain brand but their unique character is that they buy products through partnering with other stakeholders who act as intermediaries. Their difference with opportunistic spot buyer is that they buy their products in bulk whereby the intermediary subsidizes the prices.

Economics of crime Essay Example | Topics and Well Written Essays - 500 words

Economics of crime - Essay Example This can lead to more crimes. Soros, G. (2010). â€Å"Why I Support Legal Marijuana: We should invest in effective education rather than ineffective arrest and incarceration.† Wall Street Journal. Retrieved from: http://www.wsj.com/articles/SB10001424052702303467004575574450703567656 Svrakic, D.M. (2012). Legalization, Decriminalization & Medicinal Use of Cannabis: A Scientific and Public Health Perspective. Missouri Medicine 90 109:2. Retrieved from: http://www.msma.org/docs/communications/momed/Medicinal_Use_Cannabis.pdf Morris R.G., TenEyck M., Barnes J.C., Kovandzic TV (2014) The Effect of Medical Marijuana Laws on Crime: Evidence from State Panel Data, 1990-2006. PLoS ONE 9(3): e92816. doi:10.1371/journal.pone.0092816. Retrieved from: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0092816 d. Both qualitative and quantitative data would be required for conducting this particular research. Qualitative data will involve the views of the people towards this topical subject. Interviews can be conducted in order to obtain first hand information about the perceptions of different people pertaining to the use of marijuana in different circumstances. Secondary sources such as published literature including peer reviewed journals would be used for this particular task. Newspapers containing information related to the topic would also be used. Official data from different organizations and governmental departments related to this subject area would also be used for the purposes of conducting this research. Quantitative data can be obtained through the use of questionnaires in order to establish the number of the people who support the idea of legalizing marijuana and those against it. The number of selected participants will represent the whole population. e. The likely difficulties to be encountered in

Environmental sae Assignment Example | Topics and Well Written Essays - 250 words

Environmental sae - Assignment Example The various footprints left by the modern progressive man are bringing us close to an unstoppable catastrophic end. Understanding our role in this damage and providing a healing touch is a shared responsibility of every global citizen. My connect with nature dates back to memories of childhood where thankfully technology was much primitive and we were not exposed to the myriad of gizmos that an average kid today is offered. Our playtime meant outdoor activities where each moment we were touching and connecting with Nature. Vacations meant a tour to our native countryside, where we were awakened by the rustling breeze, tweeting birds and the chirping of the insects. We often snacked on the farm grown fruits and vegetables. Our hands did not hold any videogame but were soiled with mud. Touching and feeling the soil is such a great euphoria, you find an instant connect with nature. Camping nostalgia were filled with the unfolding mysteries of the night, of trying to decipher what the whispers of the nocturnal life conveyed to us, of what the retired life forms anxieties were. As much as we enjoyed absorbing ourselves in storybooks, we cherished lying endlessly under a clear sky gazing at the stars. I remember often t aking to nature trails, where we learnt about numerous animals, insects, birds, plants, habitats and all that you now hunt in libraries. The learning was natural and permanent. The love for the environment was instilled effortlessly and for life. The intimacy I had with Nature has created an eternal bond. I am immensely thankful to the upbringing I had which has led to my acquaintance with the earth in such a positive manner. My rearing days in which nature was so much a part, has molded my entire persona and brought calmness to my ethos. Childhood learning is etched permanently in our character. It has built herculean sensitivity and a responsibility towards the environment. The growing up years in Nature’s arms has not only

Types of Consumer Behaviour and their Impacts Case Study

Types of Consumer Behaviour and their Impacts - Case Study Example There are different ways in which consumers behave when buying goods and services hence forming four classes of consumer behaviour. Some consumers are described as opportunistic stop buyers and such have no specific place of buying their products but rather they get them from any vendor or service provider they meet. In comparison to the financial sector, these consumers are not patriotic to a specific bank or microfinance but their transactions are made at any bank or financial service provider that has advertised its services in an appealing way. It has been reported that consumers exhibit this behaviour in the financial sector due to the high interest rates charged in banks. Such companies should take into consideration the fact that if interest rates charged on borrowed loans continues to raise uncontrollably the customers will flee to banks that offer manageable rates. They should also be honest and give their customers any accumulated dividends and shares. Other customers will exhibit opportunistic store buying whereby they also have no specific preference of a certain brand but their unique character is that they buy products through partnering with other stakeholders who act as intermediaries. Their difference with opportunistic spot buyer is that they buy their products in bulk whereby the intermediary subsidizes the prices.

Environmental sae Assignment Example | Topics and Well Written Essays - 250 words

Environmental sae - Assignment Example The various footprints left by the modern progressive man are bringing us close to an unstoppable catastrophic end. Understanding our role in this damage and providing a healing touch is a shared responsibility of every global citizen. My connect with nature dates back to memories of childhood where thankfully technology was much primitive and we were not exposed to the myriad of gizmos that an average kid today is offered. Our playtime meant outdoor activities where each moment we were touching and connecting with Nature. Vacations meant a tour to our native countryside, where we were awakened by the rustling breeze, tweeting birds and the chirping of the insects. We often snacked on the farm grown fruits and vegetables. Our hands did not hold any videogame but were soiled with mud. Touching and feeling the soil is such a great euphoria, you find an instant connect with nature. Camping nostalgia were filled with the unfolding mysteries of the night, of trying to decipher what the whispers of the nocturnal life conveyed to us, of what the retired life forms anxieties were. As much as we enjoyed absorbing ourselves in storybooks, we cherished lying endlessly under a clear sky gazing at the stars. I remember often t aking to nature trails, where we learnt about numerous animals, insects, birds, plants, habitats and all that you now hunt in libraries. The learning was natural and permanent. The love for the environment was instilled effortlessly and for life. The intimacy I had with Nature has created an eternal bond. I am immensely thankful to the upbringing I had which has led to my acquaintance with the earth in such a positive manner. My rearing days in which nature was so much a part, has molded my entire persona and brought calmness to my ethos. Childhood learning is etched permanently in our character. It has built herculean sensitivity and a responsibility towards the environment. The growing up years in Nature’s arms has not only

Scientific Management Essay Example for Free

Scientific Management Essay Scientific management method is principle of management that applies scientific methods and principles in the management of workers and tasks. (Head, 2005) As defined by Head scientific management is the use of scientific methods among the workers to greatly increase the firm’s productivity. The scientific methods of management called for optimizing the way tasks were formed and ensured that the tasked would be performed better than how they were. It called for the training of workers so as to simplify the routine tasks and to aid in the improved production by performing their specialized sequence in motion in ones best way of doing it (Braverman, 1974) Before the introduction of the scientific management systems, all the tasks however complicated or simple were performed by some skilled craftsmen. These employees had taken a lot of time learning their jobs through apprenticeship; therefore they had to do as they saw it done by their trainers. In the process of doing the job, the craftsmen made their own decision about how their jobs were to be handled and completed. This made it to them so autonomous and therefore it was taken away by the scientific methods who simplified some jobs which made them to be done by even unskilled craftsmen (Hung, 1915). After Taylor had observed all the time wasted by the Craftsmen he observed improving the Job efficiencies. He gained the experience while working in a steel factory. While Taylor was in this steel factory he observed that most workers were producing very much below their normal production level. This he observed and researched on the reasons, which he found that; there is a common believe among workers that if they work and produce to their capacity many of them would be sent home, another reason was that in the company there was no incentive wages that would motivate the workers- the workers were being paid on an horizontal line regardless of their efforts in the production. This made workers to feel very much relaxed. (Braverman, 1974) During the research Taylor also concluded that the employees also use to convince their bosses that the pace they were moving with the job was the best pace. Another reason which also made this to happen was the fear that if the workers work at a faster pace then that would set for them the standards to be used to evaluate them- this would be a threat a looming danger to their working conditions and lastly the he observed that workers feared that management would decide to decrease their pay if the payment was done per unit of production. ( Braverman, 1994) The mother and controller of these problems was that all the workers depended on the rule of the thumb in performing their works. This he was set to change by countering soldering effect and increasing efficiency. (Dawson, 2005) To achieve this mission Taylor did a time study to determine on what grounds to apply the scientific method. During the time study he was interested in the proving of a principle which he said that even the most basic mindless task could be planned in a way that would increase productivity and that the scientific management of the task would be more appealing to the workers, that with the method alone the workers are already motivated. Head,2005) To prove these entire he carried four experiments namely, pig iron, The Science of Shoveling and brick lying experiments. These he did in the calculating efficiency when some routine works are eliminated in the process. All was a success and then developed the principles that would be used in adapting the scientific management methods. The principles to be adopted were that each company who wanted to new management method had to replace rule of thumb work method with methods based on scientific study. The institution adopting this system had to scientifically select, train and develop workers rather that passively leaving them to train themselves. That company also had to divide work nearly equally between the management and the workers and lastly the management had to corporate with workers to ensure that the scientifically select methods are being followed. (Hunges, 2004) With these principles in mind many companies adopted the scientific management and recorded improved productivity however the method was faced by some challenges as; the use of stop watches was a protested issue and led to strike in one company and it also method increased the monotony of work. (Dawson ,2005) Although the method was being protested by many workers it has been adopted by many companies today since it changed the way work was being done(dowson,2005).

Social Identities and Subcultures

Social Identities and Subcultures Social Identity, Subcultures and Style Social identity is often tied to the concept of â€Å"subculture,† the members of which generally advertise their allegiance by making distinctive and symbolic choices in such things as clothing, hairstyles and footwear. Other elements, including common interests, slang and dialects, musical genres and meeting places are also important factors. Subcultures offer participants an identity outside of the ones ascribed by social institutions such as work, family, home and school. What follows will be an exploration of the role subcultures play in shaping social identity, with a particular emphasis on fashion. Youth subcultures can be defined as â€Å"meaning systems, modes of expression or lifestyles developed by groups in subordinate structural positions in response to dominant systems, which reflect their attempt to solve structural contradictions rising from the wider societal context† (Brake, 1985). The term can also refer to specific subsets of a subculture, that is, sub-subcultures, or â€Å"scenes,† which are largely geographical, such as the London goth scene or the American drum and bass scenes. Scenes tend to be volatile, purposely marginal and tribal, with some members acting elitist towards those considered to be less fashionable, and with an overall oppositional attitude towards the culture at large (Thornton, 1995). Many subcultures define themselves as being against the mainstream,† or the commercialised culture promoted by the media. This dichotomy, the subculture versus the mainstream, is often more of a way of maintaining individuality than an actual social distinction (Grà ¶nlund and Holme, 2004). For what is the mainstream, really, but a set of subcultures? And how do the most obscure subcultures find their way into the minds (and wardrobes) of young people, if not through the media, which is essentially the mouthpiece of the dominant culture? The truth is that there is much overlap between cultures, both big and small, both prevalent and obscure, and this back-and-forth exchange of ideas is crucial in identity formation, no matter what the source or overall outcome. Subcultures may last for extensive periods, like the punk or hip-hop movements, or fade away almost as soon as they are born. They may be centred around sports (such as the surf or skateboard culture), literature (such as the Beat generation), fashion or religion (Rinehart and Sydnor, 2003). To look at a a subculture is to examine the ephemera associated with the group clothing, music, politics, etc. and also the ways in which these symbols are interpreted by members of the dominant culture (Straw, 1991). Each subculture has a distinct individual style, with certain ways of dressing (clothing, shoes hairstyles), speaking (slang) and gathering (ravers at dance clubs, bikers at bars, etc.). Subcultures are continually combining and recombining old symbols in new ways, in a sort-of kaleidoscope of youth lore and culture. Youth identity itself shifts in concert with these genre transformations (Damrell, 1978). Punk, for example, embraced a variety of accoutrements that, worn all together, appeared almost as a uniform. As seen in the photograph below, these include ripped, modified or distressed clothing; studded bracelets and necklaces; tattoos, piercings and other body modifications; spiked, dyed and eccentric hairstyles; etc. But what do these clothing choices mean? What do these symbols represent? One way to analyze the punk aesthetic is to contrast it with its predecessor, the Teddy Boy revival. While the â€Å"’Teds’ revived cultural accoutrements in order to effect a magical return to the past, or an authentic stylistic aesthetic, punks deliberately assaulted meaning entirely, mocking not only those ascribed by persons outside their group, but those they developed themselves, in an attempt to evade closure on meaning of their emblems† (Hebdige, 1979). The punk adoption of the swastika, for example, was a somewhat contradictory signifier in the negotiation of punk subculture. While it was adopted as a symbol of opposition, as an effective way to inspire anger, the punks themselves were not fascists whatsoever, but the opposite, aligning themselves with the Labour party, anti-poverty activists and the radical left (Brake, 1985). Wearing a swastika, therefore, became a symbolic opening, an invitation to negotiate meaning. In contrast, while the Teddy Boy revivalists of the early seventies developed a style based on nostalgia, made up of long coat tails, bouffant hairstyles and rockabilly music, all in an attempt to hark back to a bygone era, the group was symbolically closed†¦meanings ascribed to their symbolic adornments were fixed, and the same whether viewed from inside or outside the group† (Hebdige, 1979). While historically memorable, subcultures like punk are highly unstable, and vulnerable to co-option from the outside. There is a similar process of identity and style negotiation in the case of hip-hop culture: Hip–hop artists use style as a form of identity formation which plays on class distinctions and hierarchies by using commodities to claim the cultural terrain. Clothing and consumption rituals testify to the power of consumption as a means of cultural expression† (Rose, 1994). Identity and style negotiation in the hip-hop community are often one in the same, as can be evidenced by self–naming in rap music, â€Å"branding† the streets by way of personalized graffiti tags, and the intense confrontations between freestyle competitors, breakdance crews and graffiti artists. Like punk, hip–hop’s opposition is directed outward, toward the dominant structure, or â€Å"the man.† Dominant, mainstream culture is mocked via symbolic assemblages which can reach ridiculous heights. As seen in the pictures below, these may include gaudy collages of jewelry or â€Å"bling;† enormous designer patches stitched onto clothing and other accessories; and a variety of other cultural accoutrements, from gold teeth and sports uniforms to fancy cars and champagne. This all acts as kind of a â€Å"sartorial warfare against Fifth Avenue haute couture, for teenagers who understand their limited access to traditional avenues of social status attainment† (ibid). Both hip-hop and punk, along with other subcultures, are subject to transformation and negotiation, much of which centers on notions of authenticity (Gunn, 1999). For example, in the â€Å"goth† genre, popular music may be defined or re-defined in terms of canonisation: Canonising simultaneously broadens and fixes generic boundaries, making room for the inclusion of new music in reference to the old. The logic here operates metonymically by fixing previously recognized bands of historical significance as the originators of a given musical genre, so that future musical acts with similar sounds may expand generic boundaries with the legitimate value of difference† (ibid). The important factor here is authenticity. An inauthentic goth song or group would not fit comfortably within the subculture. Fashion functions much in the same manner. For example, a true goths uniform is generally black, which includes black nail polish, eyeliner and lipstick, along with belts, bracelets and the like. This is often paired with a ghostly, pale face, with the entire ensemble evoking something out of a fairy tale, or even the Gothic period itself. Some of these various choices can be seen on the group below. However, goth style, in addition to punk, have both become absorbed by the mainstream. Nowadays, any teenager can go to a local Hot Topic, Urban Outfitters or similar retailer, that specializes in punk, goth, retro, rock n roll or alternative styles, and try on the aesthetic. The notion of authenticity sheds some light on our understanding of the negotiation of identity within various subcultures. Genre can be very territorial because of the degree to which self-conception is tied to a particular group. Rivalries over new styles, artists and lingo, and whether or not to include or exclude them, express the competition between unlike identities in what might be called a canonization of selves. (Damrell, 1978). One can often distinguish youths from adults, not only by their age, but by their clothing, gait, posture and words. And in the West at least, prosperity has postponed the entry into adulthood, which has increased the importance of youth subcultures in terms of a search for identity. Subcultures allow a tangible way not only to view the world, but to be in it, providing, for the most part, a positive function in easing the transition from childhood to adulthood. And while the majority of practitioners leave these youth subcultures at some point, shedding their counter-culture personas for those of the mainstream, there will always be lingering reminders of one’s old allegiances, whether they be photographs, tattoos, or simply memories. And in this way, ones connections to youth culture, along with the sources of identity that go with it, never fully fade away. Bibliography Brake, Michael. Comparative Youth Culture: The sociology of youth culture and youth subcultures in America, Britain and Canada. London: Routledge, 1985. Damrell, J. Search for Identity: Youth, Religion and Culture. Beverly Hills, CA: Sage Publications, 1978. Frith, S. The Sociology of Youth. Lancashire: Causeway Press Ltd., 1996. Gronlund, A., and Holme, P. Networking the seceder model: Group formation in social and economic systems. Physical Review 70, 2004. Gunn, J. Gothic music and the Inevitability of genre. Popular Music and Society, volume 23, number 1, 1999. Hall, Stuart, and Jefferson, Tony. Resistance Through Rituals: Youth Subcultures in Post-war Britain. London: Routledge, 1993. Hebdige, D. Subculture: The Meaning of Style. London: Methvan Co Ltd., 1979. Rinehart, R., and Sydnor, S. (eds.) To the Extreme: Alternative Sports, Inside and Out. Albany, NY: State University of New York Press, 2003. Rose, T. A Style nobody can deal with: Politics, style and the postindustrial city in Hip Hop. in: Ross, A., and Rose, T. (eds.) Microphone fiends: Youth music and youth culture. New York: Routledge, 1994. Straw, Will. Systems of Articulation, Logics of Change: Communities and Scenes in Popular Music. Cultural Studies 5, 1991. Thornton, S. Club Cultures: Music, Media and Subcultural Capital. Cambridge: Polity Press. 1995.

Eating Disorder Case Study: Chhaya Essay example -- Adolescent Role As

Chhaya is a senior in high school whose self identity problems began as a child with her mixed ethnic background. She blames her parents’ constant fighting (and threats of divorce) on her own behavior and, in turn, strives to become the perfect daughter. Chhaya consequently throws herself into her schoolwork where she repeatedly increases her goals despite the lack of disapproval of others. Social relationships and leisure activities are thrown to the wayside because Chhaya feels guilt whenever she experiences pleasure in non goal-directed activities. Although Chhaya has seemingly tried to control many aspects of her life, this tendency turned into an eating disorder, anorexia nervosa, after two major life events: finding out she did not receive valedictorian and the relationship with her first male interest ending. These events occurred within one month of each other at the end of Chhaya’s junior year in high school. Aside from her self-esteem and self-confidence plumm eting, Chhaya also felt worthless and out of control of her life. When she discovered that she is very good at losing weight, she began using restricting her dieting to an extreme. She has been hospitalized and is now receiving occupational therapy at the children’s hospital. In order to learn more about Chhaya’s roles, expectations, occupations, and the affect of these life aspects on her eating disorder, the occupational therapist used the Adolescent Role Assessment (Black, 1976) to interview Chhaya. This assessment is meant for clients who range in age from 13 to 17 years and has shown sufficient internal consistency reliability (0.75), test-retest reliability (0.91), and content validity (via a literature review of multiple areas of study) (Burke & Lomba, 200... ...onal Therapy 2nd ed (pp. 277-285). Thorofare, N.J.: Slack, Inc. Kazarian, S. S. & McCabe, S. B. (1991). Dimensions of social support in the MSPSS: Factorial structure, reliability, and theoretical implications. Journal of Community Psychology, 19, 150-160. Piers, E., Harris, D. B., & Herzberg, D. S. (2002). Piers-Harris children's self-concept scale, second edition. Los Angeles, CA: Western Psychological Services. Rigby, P., Cooper, B., Letts, L., Stewart, D., & Strong, S. (2005) Measuring environmental factors. In M. Law, C. Baum & W. Dunn (Eds.), Measuring Occupational Performance: Supporting Best  Practice in Occupational Therapy 2nd ed (pp. 315-344). Thorofare, N.J.: Slack, Inc. Zimet, G. D., Dahlem, N. W., Zimet, S. G. & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52, 30-41.

Morrisons Bluest Eye Essay: Conformity -- Bluest Eye Essays

The Bluest Eye: Conformity The basic theme of the novel, The Bluest Eye revolves around African Americans' conformity to white standards. Although beauty is the larger theme of the novel, Morrison scrutinizes the dominant white culture's influence on class levels. Morrison sets the foundation of the novel on issues of beauty in an attempt to make African Americans aware that they do not have to conform to white standards on any level. Morrison's main character, Pecola Breedlove, unquestioningly accepts the ideology that white features correlate with beauty. Yet Morrison wrote this novel at the height of the "Black Is Beautiful" era during which African Americans were being reconditioned to believe that their looks are synonymous with beauty. The novel is a retrospective story told by Claudia, one of Pecola's childhood friends. Claudia's account allows the reader to sympathize with Pecola's self-hatred. As an adult, Claudia best articulates how Pecola's victimization is caused by her environment. Telling the story almost three decades later, during the sixties, Claudia reflects on the pain of wanting to be something you can never become. According to an interview entitled "Toni Morrison's Black Magic" in Newsweek, Morrison states that Pecola's character was formed based on the fact that "Black is beautiful was in the air. . . .So I wrote about a child who was ugly-Pecola is the perfect defeated victim-only she was beautiful" (Strouse 56). Morrison's depiction of a victimized Pecola addresses how the dominance of white consumer society can effect the psyche of a young African American girl. Morrison writes the novel as a coming of age story about three elementary s... ...n life, being exposed to nicer lifestyles made them want more for themselves. The Breedloves all believe they would have attained a higher level of success, if they were born beautiful. Morrison implies that they believe success correlates with beauty. She states "As long as she [Pecola] looked the way she did, as long as she was ugly, she would have to stay with those people" (39). Do white standards of beauty put beautiful people in a higher class status? According to Morrison, the Breedloves attribute their storefront residence to the fact that "they were poor and black, and they stayed there because they believed they were ugly" (34). The Breedloves' mentality is instilled in them by their surroundings. Moving from the south to the north, African Americans' moral values changed from valuing the community and family to fetishizing material possessions.

Barn Burning-Faulkner

Nancy Wood Ms. Worthington Eng 102 Feb. 14th, 2013 Analysis Of Barn Burning-William Faulkner How is the setting in the Barn Burning southern? There are many things that prove this story is very southern and they are as follows: the use of the word N___er, reference â€Å"share cropping after the Civil War†, (The History Channel) a Nigro servant in what is plainly an Plantation like house, the father was in the war as an Confederate soldier, and several stereo typical southern references as well as the use of common southern accents.. The use of â€Å"N___er† (AFRAKA) is used multiple times in this story.It is used openly and without shame in regard to any person of color referenced in the story. This term is not as acceptable as it used to be, in reference to people of color, the term black is acceptable now in the south even though it doesn’t matter what one’s skin color is, we are in fact equal. â€Å"It is probable that n—er is a phonetic spelli ng of the white southern mispronunciation of nego† The family that is the focus of this story is sharecroppers, Landless laborers who rent land from landowners in return for a portion of their crop.The sharecropping system was developed as a way for landowners to establish a work force after the abolition of slavery in the south. To this day landowners still rent their land to the landless so that both can make a profit. Plantation houses of the classic antebellum style are indicative of the southern society before and after the civil war. The one referenced in the story is described as huge and white such as the antebellum style. It is indicated to be of the plantation by a comment by the father. â€Å"Pretty and white ain’t it, that sweat n___er sweat, maybe it ain’t white enough yet to suit him. . † (Faulkner)† The father was indicated as being in the civil war. He was supposed to have been in â€Å"colonel satoris cav’ry†(calvary). It was stated at the end of the story that the father had been a â€Å"Malbrouck† a soldier who had no loyalty to superiors flag or country and simply used the instance of war to rob and sell anything he could get his hands on for his own gain. He even named his own son Colonel Satoris Snopes in reference to his days as a soldier. As with the other stuff to prove southern tone, we have the whipper-whirl (bird which is known for a destintive call) and named for as such.Cherokee roses are growing all around the area around the landscape, they are also accept along the southern landscape as well. This story portrays southerners as uneducated at times, including words as mis-pronounicatins, such as Nigro being N___er, a final indenication is that people with that background of education, well all was a true miscommunication at the times. The main character’s sister showed the most misuncomprohensable remark as a† remark of ignorce. † (Faulkner) As one that live or have lived in that time, I am sure our predessors have been greatly improve on their attitudes and their beliefs.As I would not have approved of all of this except I wasn’t alive at the time. With the exception of great, great, great grand-parents that wouldn’t have seen it from my eyes. Bibliography AFRAKA. n. d. 13 Feb. 2013 . Faulkner, William. Barn Burning. Harpers, 1939. The History Channel. n. d. 13 Feb. 2013 . Works Cited AFRAKA. n. d. 13 Feb. 2013 . Faulkner, William. Barn Burning. Harpers, 1939. The History Channel. n. d. 13 Feb. 2013 .

Bukidnon Deer Park and Wildlife Center Reaction Paper Essay

On August 26, 2012 I visited the Bukidnon Deer Park and Wildlife Center located at San Miguel, Maramag, Bukidnon. The purpose of the trip was to look at some fascinating wild animals that live from different parts of the world and to learn more about them. The first animals I visited were the mammals. Mammals are class of warm-blooded vertebrate animals that have, in the female, milk-secreting organs for feeding the young. The animals available at the park that represents this class were the Long-tailed Macaques (Macaca fascicularis), Palawan Bear Cat (Arctictus binturong), Common Palm Civet (Paradoxuros hermaphrodites), Balabac Mouse Deer (Tragulus nigricans), Leopard Cat (Pronailarus bengalensis), Philippine Mouse Deer (Cervus marianus), and lastly the Wild Pig (Sus philippinensis). After we have visited the mammals we then go straight to the Aves. But on the way to the Aves we came along to pass by the Japanese Koi (Cyprinus carpio). These are carps with red-gold or white coloring, kept as an aquarium or ornamental pond fish, native in Japan. They were so fun to watch. Finally we arrive where the Aves are caged. Aves are two-legged, warm-blooded animals with wings, a beak, and body covered with feathers. These animals lay eggs from which their young hatch, and most of the species can fly. The animals available at the park that represents this class were the Philippine Serpent Eagle (Spilornis holospilus), Brahminy Kite (Haliastur indicus), Single-wattled Cassowary (Casuarius unappendiculatus), Dwarf Cassowary (Cassuarius bennetti), Indian Blue Peafowl (Pavo cristatus), Indian Ringneck Parakeet (Psittacula krameri), Blue-naped Parrot (Tanygnathus lucionensis), Pied Imperial Pigoen (Ducula bicolor), Nicobar Pigeon (Caleonas nicobarica), Golden Pheasant (Chrysolophus pictus), Spotted Imperial Pigeon (Ducula carola), Lady Amherst Pheasant (Chrysolophus amherstiae), Blacked-chinned Fruit Dove (Ptilinopus leclancheri), True Silver Pheasant (Lophura nycthemera), Mindanao Rofous Hornbill (Buceros hydrocorax mindanensis), Visayan Hornbill (Penelopide panini ), and lastly the African Ostrich (Struthio camelius) which I liked the most because of its beautiful eyes and long eyelashes. Ostrich is also the largest and fastest living bird. It is a two-toed fast-running bird with a long bare neck, small head, and fluffy dropping feathers. But sad to say, it cannot fly. The third and last animal I visited were the reptiles. Reptiles are animals with tough, dry skin covered with horny scales. Reptiles are vertebrates – animals with backbone. They share characteristics common to other vertebrates – fish, amphibians, birds, and mammals. But reptiles display a unique combination of characteristics that distinguishes them from other vertebrates. Like amphibians, modern reptiles are cold-blooded, or ectothermic. This means that they are unable to produce their own body heat, so they rely on the sun for body warmth, and much of their behavior is directed toward regulating their body temperature. Some of the most widespread living reptiles are turtles, lizards, snakes, crocodiles, and alligators. The park only exhibit crocodiles among the class reptilian. They have the Saltwater Crocodile (Crocodylus porosus), and the Philippine Crocodile (Crocodylus mindorensis). The Bukidnon Deer Park and Wildlife Center helped for the maintenance of these wild animals that are near to endangerment and they also hatch eggs and do breeding for these animals to survive in this cruel world. This is very important so that our next generation can still see this wonderful creatures and gain knowledge at them.

Ch8 Test Bank

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