Ackermann's Function Research Paper Example | Topics and Well Written Essays - 500 words

Ackermann's Function - Research Paper Example After Ackermann made a publication of his particular function (having only three non-integer functions) a lot of efforts have been done by other authors in the process of modifying the function to apply to various situations, so that at present, this particular function can apply effectively to the numerous variants that comprise the very original function. One of the common versions of the Ackermann’s function is the Ackermann-Peter function, which is a two-argument, is often defined using the non-negative integers m and n as shown (Hazewinkel 2001). From the function below, one can easily deduce that the values are growing and expanding rapidly, even for the tiny inputs (Monin 2003). For instance, take A (4,2), and one can easily see that it is an integer comprising of about 19, 729 decimal digits. Inasmuch as this function has been used widely with success, it has been termed as quite ineffective especially when it comes to computing complex numbers, making the process very slow. The complexity associated with this function often grows quite fast, especially when it comes to its memory and run-time. For this reason, it is often the best and widely used in the process of teaching learners some of the complex types of various recursions. Additionally, it is also used as a test case especially when it comes to compiler development used in optimizing recursions. The numbers used in the illustration for the issue of A (4, n) seem to be quite large, such that one can describe the Ackermann’s function as being extremely slow especially when it comes to computing very large numbers (Sundblad 2003). Inasmuch as the numbers tend to grow very quickly, this function is often concerned with making recursions and subtractions. Following this realization, one can therefore devise some other shortcuts that can bring about another function deemed efficient and effective as shown. The sequence of numbers

College Essay Essay Example for Free

College Essay Essay The last two years I have been on the high school gymnastics team. Before that I was in club gymnastics, yet somehow both are very different from each other. When I started high school gymnastics I didn’t know what to expect. Everyone was very friendly and excited to start the season, just like I was. In club gymnastics, it seemed more like an individual sport. High school gymnastics has been such a good and different experience. It may seem like gymnastics would be the same no matter where you went, with routines and working out the same. But in high school, you see your friends in the gym and during school too. I have made so many friends and new relationships with people with different interests and personalities, that I didn’t think I would ever get to know. I have learned from these relationships how to respect people more and treat people how you would want to be treated. It has helped me to understand people better and how to respond to people in different situations. Now it may seem like I only did gymnastics for friends, but that’s not true. I have been in gymnastics since I was 3 years old. It has taught me so much more than just friendship. It has taught me self- discipline, courage, strength (physically, and mentally), and now that I’m older, leadership. In life I consider those very important traits to have. I can take what I’ve learned in gymnastics and apply it to everyday life. We would have to set goals for gymnastics on certain skills we wanted to get by a certain time. I have used that to set goals for the future and where I want to be in 5 – 10 years. Not only did I set those goals, but I know what I have to do to achieve those goals. And having self –discipline helps me keep myself on track to make sure I get things done, not just with goals in life, but also with everyday things. For example, juggling school work and gymnastics. I have to keep myself on track to make sure I understand the material to keep my grades up. So gymnastics has really taught me a lot, not only throughout my life, but these last two years especially. It has helped me over come things I didn’t think I could handle by myself. I can honestly say gymnastics has made me the person I am today, and can’t wait to see the things colleges brings my way in the future.

Acute And Chronic Forms Of Inflammation Biology Essay

Acute And Chronic Forms Of Inflammation Biology Essay Katharine Buzzbee is a pleasant young girl of 9 years old. She was brought to the health center with complaints of sore throat with difficulty swallowing. Her mother states that Katharine has had similar symptoms three separate times this year. The illnesses begin with irritation in the throat that progress to pain. The pain radiates to her ears and she generally develops a fever during the course of each attack. The patient also has a history of developing frequent colds where she experiences headaches, a stuffy nose and frequent sneezing. Her older brother and sister have both recently had the common cold. The patient is otherwise healthy with no major illnesses or injuries. Clinical manifestations: On examination, Katharines palatine tonsils are swollen, red and surrounded by exudate. She has a temperature of 101.1Â °F and complains of a running nose and headache. She appears tired and isnt as energetic as in our previous encounters. Diagnosis: acute tonsillitis. Throat culture confirmed strep. bacterial infection. Etiology: Acute tonsillitis is generally caused by a viral infection1, most commonly caused by common cold viruses such as: adenovirus, rhinovirus, influenza, coronavirus, respiratory syncytial virus. The Epstein-Barr virus, herpes simplex virus, cytomegalovirus and HIV occasionally manifest as tonsillitis. The second cause of acute tonsillitis is bacterial1 (about 30% of patients). The common bacterium is group A Beta hemolytic streptoccal. Other strains of bacteria are less common. The patient listed above has this type of infection. Pathogenesis: virus or bacteria attacks tonsil tissue exiting the response of innate immunity and adaptive immunity of T and B cells contained in the tonsils. The lymphocytes fight the infection, which leads to inflammation. As long as the lymphocytes and other cells can weaken the virus/bacteria the damage to the cells within the tonsils will remain reversible. Treatment: 10-day course of oral penicillin2, rest and hydration. Prognosis: symptoms should resolve during course of treatment. If frequent onset of tonsillitis continues tonsillectomy may be recommended. Inflammatory response The bacteria is ingested or inhaled and attaches to the palatine tonsils (injury). At the gross level the tonsils become swollen with erythema causing pain and difficulty completing normal tasks such as swallowing. In the study by Liljaa, Raisanenb and Stenfors3, the researchers studied bacterial and epithelial cells from palatine tonsils of nine patients with positive streptococcus pyogenes infection. The reported findings showed, S. pyogenes could be identified both in the mucous layer covering the tonsils and attached to the surface epithelial cells. Long chains of coccus-shaped bacteria could be seen encroaching on the epithelial cell borders. S. pyogenes can apparently penetrate the mucous barrier, attach to the epithelial cells, spread from cell to cell and possibly penetrate into the outermost layer of the epithelial cells. These events in turn provoke cytokine production and/or complement activation, which induce inflammatory reaction in the tonsillar tissue (activation). Dead bacteria and bacterial debris will remain at the site of the infection and must be removed (phagocytosis) from this area by neutrophils and macrophages5. Once the bacterium has been removed through phagocytes the tonsillar tissue will resume its normal form through resolution (healing process). Swelling and pain will cease. Chronic inflammation: Ulcerative Collitis Case study Jedediah Jones is a 24-year-old student pursing a degree in chiropractic medicine. He presents today with abdominal pain and frequent diarrhea containing mucus and blood. The onset of these symptoms began 2 months ago, but Jedediah decided to seek treatment when his frequent bowel movements began to disrupt his studies. Patient states that on average he has approximately 8 bowel movements per day, most frequently occurring after a meal. His abdominal pain is most severe before a bowel movement, but remains constant at the pain level of 4 out of 10. Patient says pain is 6 out of 10 at its worse. Patient attributes the symptoms to his newly adopted diet mostly consisting of fast food. Until recently he lived at home where all his meals were homemade. Patient has experienced an increased level of stress since beginning his studies (6 months ago) and subsequently quit smoking cigarettes. Patient exercises regularly, but has experienced a decrease in energy levels since the onset of symptoms. Patient denies other illness or injuries and is currently not taking any medication. Patients twin brother was recently diagnosed with Crohns disease and his maternal grandfather died of colon cancer at 48 years old. Clinical manifestations: LLQ tender upon palpation and entire abdomen appears distended. Patient claims 8 bowel movements per day with a watery consistency containing mucus and blood. Conjuctiva and finger nail beds appear pale. Diagnosis: ulcerative colitis, confirmed by positive biopsy removed during sigmoidoscopy. Inflammation of bowel appeared to extend no further than the descending colon with most severe inflammation and ulceration in the sigmoid section. Stool cultures ruled out parasitic infection. Etiology: the cause of ulcerative colitis is unknown, but factors such as genetics7, psychological stress, smoking cessation and poor diet have been attributed to onset of disease. Pathogenesis: as stated in the pathology textbook7, Most investigators believe that [ulcerative colitis and Crohn disease] result from a combination of defects in host interactions with intestinal microbiota, intestinal epithelial dysfunction, and aberrant mucosal immune responses. Treatment: Sulfasalazine 2 pills by mouth, 3 times per day. Rowasa (mesalamine) rectal suspension enema, at bedtime until bleeding stops. Prognosis: continue medication until symptoms have resolved completely. Maintenance therapy will be recommended indefinitely to avoid relapse. Inflammatory response Podolsky8 explains in his article that inflammatory bowel disease (IBD) is believed to be the result of an ongoing activation of the mucosal immune system. This abnormal response is likely due to the defects in both the intestinal epithelium and the mucosal immune system (injury). Podolsky8 clearly defines the inflammatory response of IBD, Chronic, recurrent intestinal inflammation appears to result from stimulation of the mucosal immune system by-products of commensal bacteria in the lumen. Stimulation may occur as a result of the penetration of bacterial products through the mucosal barrier, leading to their direct interaction with immune cells, especially dendritic cells and lymphocyte populations (chemotaxis). Alternatively, bacterial products may stimulate the surface epithelium, possibly through receptors that are components of the innate immune-response system; the epithelium can, in turn, produce cytokines and chemokines that recruit and activate mucosal immune cells (transmigration). Cellular changes occur in ulcerative colitis as the chronic inflammation may lead to mucosal atrophy7, damage to the muscularis propria and disrupt neuromuscular function leading to colonic dilation and risk of perforation (cellular changes). As stated in the textbook7, The inflammatory process is diffuse and generally limited to the mucosa and superficial submucosa. Submucosal fibrosis, mucosal atrophy and distorted mucosal architecture remain a residual of healed disease but histology may also revert to near normal after prolonged remission (healing process).

Auditory Localization Essay -- Hearing Sound Perception Essays

Auditory Localization Auditory localization is the ability to recognize the location from which a sound is emanating (Goldstine, 2002). There are many practical reasons for studying auditory localization. For example, previous research states that visual cues are necessary in locating a particular sound (Culling, 2000). However, blind people do not have the luxury of sight to help them locate a sound. Therefore, the ability to locate sound based only on auditory ability is important. It is also important to study different auditory processes. For example, when studying a way for a blind person to maneuver through an environment, it is helpful to know that people can most accurately locate sounds that happen directly in front of them; sounds that are far off, to the side, or behind the head are the least likely to be properly located (Goldstein, 2002). Three coordinate systems are utilized when attempting to locate a specific sound. The azimuth coordinate determines if a sound is located to the left or the right of a listener. The elevation coordinate differentiates between sounds that are up or down relative to the listener. Finally, the distance coordinate determines how far away a sound is from the receiver (Goldstine, 2002). Different aspects of the coordinate systems are also essential to sound localization. For example, when identifying the azimuth in a sound, three acoustic cues are used: spectral cues, interaural time differences (ITD), and interaural level differences (ILD) (Lorenzi, Gatehouse, & Lever, 1999). When dealing with sound localizaton, spectral cues are teh distribution of frequencies reaching teh ear. Brungart and Durlach (1999) (as seen in Shinn-Cunning, Santarelli, & Kopco, 1999) believed that as the ... ...Psychology: Human Perception and Performance, 26 (6), 760-1769. Goldstein, E. (2002). Sensation and perception (Rev. ed.). Pacific Grove, CA: Wadsworth-Thomsom Learning. Lorenzi, C., Gatehouse, S., & Lever, C. (1999). Sound localization in noise in hearing impaired listeners. Journal of the Acoustical Society of America, 105 (6), 3454-3463. Lorenzi, C., Gatehouse, S., & Lever, C. (1999). Sound localization in noise in normal hearing listeners. Journal of the Acoustical Society of America, 105 (3), 1810-1820. McDonald, J., Teder-Salejarvi, W, & Hillyard, S. (2000). Involuntary orienting to sound improves visual perception. Nature, 407, 906-907. Shinn-Cunningham, B., Santarelli, S., & Kopco, N. (1999). Tori of Confusion: Binaural localization cues for sources within reach of the listener. Journal of the Acoustical Society of America, 107 (3), 1627-1636.

Online railway reservation project Essay

Table of Contents 1. INTRODUCTION 1.1 Project Objective 1.2 Product Scope 2. SOFTWARE REQUIREMENTS SPECIFICATION 2.1 Requirement Analysis 2.2 Requirement Specification 3. SYSTEM REQUIRMENTS SPECIFICATION 3.1 External Interface Requirements 3.1.1 Hardware Requirements 3.1.2 Software Requirements 3.1.3 Display Mode 3.2 Project Description 3.2.1 Performance 3.2.2 Reliability 3.2.3 Availability 3.2.4 Security 3.2.5 Maintainability 3.2.6 Portability 4. Design and Technical Specification 4.1 Context Diagram 4.2 Data Flow Diagrams 4.3 Data Dictionary 4.4 ER diagram 4.5 Table Description 4.6 Architectural Diagram 5. Code Development 5.1 Flowchart 5.2 Component Level Design(Pseudo Code) 6. Testing Document 6.1 Black Box Testing with Test case design 6.2 White Box Testing 6.2.1 Flow graph 6.2.2 Independent Paths 6.2.3 Cyclomatic Complexity 7. Project Management 7.1 Function Point and Effort 7.2 Schedule 7.3 Risk Table 7.4 Timeline Charts 8. Best Practices for Software Development 9. References Introduction This project aims at development of an Online Railway Reservation Utility which facilitates the Railway customers to manage their reservations online, and the Railway administrators to modify the backend databases in a User-Friendly manner. The Customers are required to register on the server for getting access to the database and query result retrieval. Upon registration, each user has an account which is essentially the ‘view level’ for the customer. The account contains comprehensive information of the user entered during registration and permits the customer to get access to his past reservations, enquire about travel fare and availability of seats, make afresh reservations, update his account details, etc. The Railway Administrator is the second party in the transactions. The administrator is required to login using a master password, once authenticated as an administrator, one has access and right of modification to all the information stored in the database at the server. This includes the account information of the customers, attributes and statistics of stations, description of the train stoppages and physical  description of coaches, all the reservations that have been made, etc. The railway administrator has the right to modify any information stored at the server database. The Indian Railways have been described as the best way to travel through India, as it is only a train journey that can truly help you connect with the country and its people. The Indian Railways have been divided into different zones namely: The Central Indian Railways Eastern Indian Railways Western Indian Railways Northern Indian Railways Southern Indian Railways The Indian Railways were divided under these categories to facilitate management and functionality and even though the booking system for Indian Railways is centrally computerised, managing such a huge network can be challenging and hence the Indian Railways decided to introduce online railway reservation to make booking train tickets easier and more convenient. To take advantage of the Indian Railways online railway reservation users need to go to the IRCTC (Indian Railway Catering and Tourism Corporation Ltd) website (https://www.irctc.co.in), in addition to making bookings one can check the status of departing and arriving trains, train itineraries, ticket accessibility, postponing and cancelling railway bookings, make tatkal reservations, Indian Railways time table among others. The special benefits of using the online railway reservation facility is that passengers can reserve their tickets from the comfort of their home or office without having to stand in long queues at railway stations or having to take the trouble to go to a travel agent. An online railway reservation can be done up to 90 days before your desired date of departure, but it is advised to plan your journey way ahead as the availability of tickets can be difficult, especially during vacation and wedding season. An online railway reservation can be made right till the final reservation  chart is made, that is usually 6 hours before the train leaves the station. The person in whose name the online booking has been made needs to prove his identity and may need the produce an identity document during the course of his journey. These identity cards must be issued by a reputed organization in the Central/State Government and include: PAN Card Voter ID Card Drivers license Student ID Card Passengers travelling on tickets that have been booked online need to take a print out of the e-ticket and keep it with themselves during the course of the journey a produce it when required 1.1 Project Objectives Designing the application and of Railway Reservation System for the purpose of reserving railway tickets and database maintenance about train and passenger details by the railway department only. This database helps railways to retrieve data as and when required in future. 1.2 Project Scope The scope of project included evaluation of the application and was primarily concerned with the transactions related to booking of tickets from the terminals operated by the railway personnel. Application controls and simulation were used to evaluate data validation and program logic. The selected data, as made available, for substantive checking of the completeness, integrity and consistency of data using computer assisted applications such as MS Access. The records maintained in the database of the railways reservation centre were also reviewed. Discussions were held with the database users to gain understanding regarding the various functional aspects of the system. The booking database has passenger’s details like- Name, Age, Gender, Total Number of Passengers Traveling, Date of Travel and Class of Travel. The train database has train details like- Train Name, Train Number, Route, From, To, Train Time, AC First Class, AC 2 Tier, AC 3 Tier, Sleeper, Second Sitting and Quota Management like General, Takkal. 2. Requirements The train details consist of train name, train no, destination reached by the train, number of passengers traveling and number of seats available. We can add a new train details. We can delete it in case of his repair. We can modify the train details in case of any Inconvenience the name and number of train can be changed its destination can also be changed. The reservation details consist of passengers name, age, and sex destination they wanted to reach, ticket numbers, and seat number. 2.1 Requirement Analysis- Due to this development project it will be easier for the railway system to make the customers journey as comfort as possible and so that to maintain the financial crisis of the system. Internet facilities can’t be provided within the time schedule. The integration of this software with existing system is more complex in the limited schedule. 2.2 Requirement Specification- The need for railway reservation system is to organize the records of railway system in the computer based software. The main objective of this system is to provide an automated method to organize the files in order for easy observance. This system will allow adding, removing, modifying and updating the details of the trains and customer to database. 3. SYSTEM SPECIFICATION 3.1 External Interface Requirements 3.1.1 Hardware Requirements: 1. Processor – Pentium 4 2. RAM – 1 GB 3. Hard Disk – 40GB 4. Mouse – Standard Mouse 5. Keyboard – Logitech Keyboard 6. Processor Speed – 2.4GHZ 3.1.2 Software Requirements: 1. Operating System – Microsoft Windows XP With Service Pack 2 2. Front-End – Microsoft Visual Studio 2005 3. Back-End – Microsoft Access 2003 3.1.3 Display Mode: 1. Color Quality – Highest[32 bit] 2. Screen Resolution – 1024 by 768 Pixels Development and operating environment- This project is developed by, Using WIN 32 platform. Designing of screen shots with VB.Net. Coding by VB.Net Slide representation by MS power point. Documentation by MS word. 3.2 PROJECT DESCRIPTION 3.2.1 FUNCTIONAL REQUIREMENTS Functional requirement for this project is Function 1: â€Å"Train Details† The staff of railway system must be able to view the details of the train (i.e.) name, numbers of the train, destination, etc. of the train. Description: When a customer approaches they must be able to update the train details for customer convenience. INPUT: Details of train (internal and external). SOURCE: Trains. OUTPUT: Number of passengers. DESTINATION: Area to be reached. ACTION: To update the train details we require the train name, number, destination, timing, number of seat available. REQUIRES: The Database table having the details of the trains. PRECONDITION: None SIDE EFFECTS: None Function 2: â€Å"Railway Reservation Details† The staff of railway system must be able to view the customer details for their reservation (i.e.) customer name, age, sex, seat number, ticket number. Description: When passenger approaches they must be able to update the train details for passenger’s reservation in particular train. INPUT: Passengers details. SOURCE: Trains. OUTPUT: Reserved seats for the passengers. DESTINATION: Area where the passenger to be reached. ACTION: To update the reservation details we require name of the passenger, age, sex etc. REQUIRES: The data base having the details of the reservation. PRECONDITION: The customer’s approach a week prior. POSTCONDITION: None. SIDE EFFECTS: None. 3.2.2 NON- FUNCTIONAL REQUIREMENTS 3.2.1 Reliability- The system is realiable enough as the database permanently stored and backups can be kept easily , as well as the hard copies of various reports also plays major roles here. 3.2.2Availability- The system should be available all the time as and when required .The availibility may be complete for administrator or partial for others. 3.2.3 Security- The system is secure enough , as limited peivilages are given to other . They cannot make any modification to database. 3.2.4Maintainability- The system should be easy to maintain for the administrator . PROCESS MODEL DESCRIPTION- 1. Administrator: He is the super user responsible for managing system users, taking system backup,generating reports, maintaining organization details, Starting Sessions and ending Sessions and alsomanages various requests from different Types of users. Providing UserName, Password and other information required for the users to start an account. Starting Sessions: The Administrator creates the system users and will be assigned with the different roles. He is also responsible to start the session when a particular user wants to use the system every time(It is automatically managed setup). Managing Data Backup: The Administrator is responsible for managing entire details by taking the backup periodically. He also takes the Backup of the database in order to prevent loss of data on system crashes or inorder to prevent malfunctioning. He can take a backup of entire database or a particular section. Crash Recovery: The Administrator manages the crash recovery at the time of system crash orfailure occurs. Ending session: The administrator is responsible for ending the session when the particular user logged out of the system(It is automatically managed setup). 2. Train Master The Train Master is Admin side module. The Administrator only can Add, modify and Delete the train Details. The Train Master contains the following details. a) Train Name b) Train No c) Source d) Destination e) Departure Time f) Arrival Time g) Total Seats h) Kilometers i) General Seats (1A, 2A, 3A, 2S, SL, CC) j) Takkal Seats (1A, 2A, 3A, 2S, SL, CC) k) Routes and Timings 1.TICKET BOOKING The Ticket Booking is user (Employee of Railway Dept.) side module. The user can book the ticket using this module. The user should follow the steps for the ticket booking. a) First you should select the Source and Destination. b) Next, you should select the Date. While the date textbox got focus, the calendar will display. By clicking the calendar, the date will be selected. And you can’t select the yesterday and before date. c) Select the Quota (General or Takkal). d) Click the Find button to find the trains which are available. Note: 1. If you select the Takkal Quota and the date is day after tomorrow in the sense, you can’t book the ticket for Takkal Quota for that day. The Takkal Quota will enable only today and tomorrow only. e) After clicking the find button, the available train list will be displayed in the flex grid. f) By clicking the train number or train name in the flex grid, the â€Å"Route† button enabled. By clicking the route button, the corresponding train route, timings, and kms. g) By clicking the class column to the corresponding train whichever you want to travel, then â€Å"Book† button will enable. h) Click the â€Å"Book† button to enter the Name, Age, Sex and Berth. i) After Enter the details, Click the Proceed Button. j) The frame will display the overall details like Source, Destination, Travel Date, Booked Date, Total Members, Quota and Total Fare. k) Click the â€Å"Confirm† Button to confirm the details. Then only the Booking details will be stored and PNR Number will be generated. TICKET CANCELING The Ticket Canceling is also user (Employee of Railway Dept.) side module. The user can cancel the ticket using this module. The user should follow the steps for the ticket Cancel. a) Enter the PNR Number in the Textbox and Click Find. b) It will show the details like Train No., Train Name, Booked Date, Travel Date, Source, Destination, Class, Quota, Total Fare, Kms in the Frame. c) It also shows the passenger names, Age, Sex, Berth, Class, Fare and status in the flex grid. d) Click the Name in the flex grid which you want to cancel and where the status is â€Å"Booked†. e) Click the â€Å"Cancel† Button to cancel the ticket. REPORT The Report Module is also user (Employee of Railway Dept.) side Module. The user can take two types of reports by giving the PNR Number. a) Booked Tickets b) Canceled Tickets 3. Design and Technical Specification 4.1 Context Diagram- DATA FLOW DIAGRAM- Data flow diagram is graphical representation that depicts information flow and the transforms that are applied as data move from input to output. The basic form of a data flow diagram, also known as a data flow graph or a bubble chart. The data flow diagram may be used to represent a system or software at any level of abstraction. The data flow diagram are mainly classified into two module they are, Level 0 data flow diagram Level 1 data flow diagram LEVEL 0 DFD- The level 0 data flow diagram is also called as a fundamental system model or context model represents the entire software element as a single bubble with input and output data indicated by incoming and outgoing arrows, respectively. Additional Processes and information flow paths are represented. The level 0 data flow diagram of our project consists of module like passengersdetail, train detail, display etc. DFD for getting Display Train details. LOG ON Display TRAIN DFD Requesting For Booking Request for Booking Get Tickets Response LEVEL 1 DFD – The level 1 data flow diagram is similar to level 0 diagram, but here the modules where explained in detailed manner. But in this module the clear explanation for the project is represented. Data Dictionary: Here the data dictionary is again classified into two important data base they are Train Details. Reservation Details. DATA BASE NAME: Railway system. TABLE NAME: Train Detail. TRAIN NUMBER NUMBER NUMBER SPECIFIED FOR A PARTICULAR TRAIN NUMBER OF PASSENGERS TRAVELLING NUMBER NUMBER OF PASSENGERS TRAVELLING TICKET NUMBER NUMBER NUMBER SPECIFIED FOR A PARTICULAR TICKET NUMBER OF SEATS AVAILABLE NUMBER NUMBER OF SEATS AVAILABLE DATA BASE NAME: Railway System. TABLE NAME: Reservation Detail. FIELD NAME DATA TYPE DESCRIPTION PASSENGER NAME TEXT NAME OF THE PASSENGER PASSENGER AGE NUMBER AGE OF THE PASSENGER SEX TEXT SEX(i.e.) MALE/FEMALE TRAIN NUMBER NUMBER NUMBER OF THE TRAIN DESTINATION NUMBER DESTINATION REACHED BY THE TRAIN TIMING DATE/TIME TIME OF DEPATURE ER-Diagram- The other tool for problem analysis is the Entity-Relationship Diagram, often called as ER Diagram. In other words, a model that represents system data by entity and relationship sets is called E-R (Entity-Relationship) diagram. It is a detailed logical representation of the data for an organization. The entity-relationship (E-R) diagram is based on a perception of a real world which consists of a set of basic  objects. E-R diagram is consists of three main constructs, i.e. Data Entities, Relationships and their Associated Attributes. Entities: – An entity is a person, place, thing or event of interest to the organization and about which data are captured, stored or processed. For example, an employee is an entity. Relationship: – An association of several entities in an entity-relationship diagram is called relationship. There are three types of relationship exist among entities. These are: One-to-One One-to-Many Many-to-Many Attributes: – Each entity type has a set of attributes associates with it. An attribute is a property of characteristics of an entity that is of interest to the organization. I use an initial Capital Letters, followed by Lowercase Letters in naming an attribute. If an entity is something about which I want to store data, then I need to identify what specific pieces of data I want to store about each instance of a given entity. I call these pieces as data attributes. Code Development Flowchart- The program flow chart shows how the system proceed from the input from to the outout from of the system. It explain how the system is actually processed step. It represent the flow of control as the system is processed. There are three types of program flow chart: 1. Input flow chat- This flowchart depicts the basic input operation in the system. In railway reservation system, first of all the password is checked then if the password is valid then we process the input from if the data valid then the entries are updated in the data base otherwise the from id refilled. 2. Output flow chart- This flowchart depicts the basic output operations in the system. The user is required to enter the criteria for output. If it is for the reservation then the availability of seats is checked. If the seats are available then the confirmed ticket is generated  otherwise the user is asked for waiting and if he wants then waiting ticket is generated. If the user wants the seat to be cancelled it is done and the cancelled ticket is generated for the user. The information about all the above transaction is then transferred to the related databases. 3. Report flow Chart- This flow chart depicts the basic operations for the generation of reports. If the entries fr om basic operations for the generation of reports. If the entries from the processed database are valid the concerned report are generated otherwise the process will have to be repeated Component Level Design(Pseudo Code) 6.Testing Document Testing is basically a process to detect errors in the software product. Before going into the details of testing techniques one should know what errors are. In day-to-day life we say whenever something goes wrong there is an error. This definition is quite vast. When we apply this concept to software products then we say whenever there is difference between what is expected out of software and what is being achieved, there is an error. Software testing also provides an objective, independent view of the software to allow the business to appreciate and understand the risks of software implementation. Test techniques include, but are not limited to, the process of executing a program or application with the intent of finding software bugs. Software testing can also be stated as the process of validating and verifying that a software program/application/product: 1. meets the business and technical requirements that guided its design and development; 2. works as expected; and  can be implemented with the same characteristics. Software testing, depending on the testing method employed, can be implemented at any time in the development process. However, most of the test effort occurs after the requirements have been defined and the coding process has been completed. As such, the methodology of the test is governed by the software development methodology adopted. 6.2 Black Box Testing with Test case design- Black box testing is a method of software testing that tests the functionality of an application as opposed to its internal structures or workings . Specific knowledge of the application’s code/internal structure and programming knowledge in general is not required. The tester is only aware of what the software is supposed to do, but not how i.e. when he enters a certain input, he gets a certain output; without being aware of how the output was produced in the first place. Test cases are built around specifications and requirements, i.e., what the application is supposed to do. It uses external descriptions of the software, including specifications, requirements, and designs to derive test cases. These tests can be functional or non-functional, though usually functional. The test designer selects valid and invalid inputs and determines the correct output. There is no knowledge of the test object’s internal structure. Typical black-box test design techniques include: 1. Decision table testing 2. All-pairs testing 3. State transition tables 4. Equivalence partitioning 5. Boundary value analysis White Box Testing- White-box testing (also known as clear box testing, glass box testing, transparent box testing, and structural testing) is a method of testing software that tests internal structures or workings of an application, as opposed to its functionality (i.e.blackbox testing). In white-box testing an internal perspective of the system, as well as programming skills, are used to design test cases. The tester chooses inputs to exercise paths through the code and determine the appropriate outputs. This is analogous to testing nodes in a circuit, e.g. in-circuit testing (ICT). While white-box testing can be applied at the unit, integration and system levels of the software testing process, it is usually done at the  unit level. It can test paths within a unit, paths between units during integration, and between subsystems during a system–level test. Though this method of test design can uncover many errors or problems, it might not detect unimplemented parts of the specification or miss ing requirements. White-box test design techniques include: 1. Control flow testing 2. Data flow testing 3. Branch testing 4. Path testing 5. Statement Coverage 6. Decision Coverage

Typical Course of Study - Kindergarten

Typical Course of Study - Kindergarten The elementary years lay the foundation for learning throughout a students educational career (and beyond). Childrens abilities undergo dramatic changes from kindergarten through 5th grade.   While public and private schools set the standards for their students,  homeschooling parents  may be unsure what to teach at each grade level. Thats where a typical course of study comes in handy.   A typical course of study provides a general framework for introducing appropriate skills and concepts for each subject at each grade level. Parents may notice that some skills and topics are repeated in multiple grade levels. This repetition is normal because the complexity of skills and depth of topics increases as a students ability and maturity increases. Kindergarten Kindergarten is a highly-anticipated time of transition for most children. Learning through play starts to give way to more formal lessons. (Though play remains an essential part of education through the elementary years.) For most young children, this first foray into formal learning will include pre-reading and early math activities. It is also a time for children to begin understanding their role and the roles of others in the community.   Language Arts A typical course of study for kindergarten language arts includes pre-reading activities such as learning to recognize upper- and lower-case letters of the alphabet and the sounds of each. Children enjoy looking at picture books and pretending to read. Its crucial to read to kindergarten students on a regular basis. Not only does reading aloud help children make connections between written and spoken words, but it also helps them acquire new vocabulary skills. Students should practice writing the letters of the alphabet and learn to write their name. Children may use drawings or invented spelling to tell stories.   Science Science helps kindergarten students begin to understand the world around them. It is essential to provide opportunities for them to explore science-related topics through observation and investigation. Ask students questions such as how, why, what if, and what do you think. Use nature study to help young students explore earth science and physical science. Common topics for kindergarten science include insects, animals, plants, weather, soil, and rocks.   Social Studies In kindergarten, social studies focus on exploring the world through the local community. Provide opportunities for children to  learn about themselves and their role in their family and community. Teach them about community helpers such as police officers and firefighters.   Introduce them to basic facts about their country, such as its president, its capital city, and some of its national holidays. Help them explore basic geography with simple maps of their home, city, state, and country. Math A typical course of study for kindergarten math includes topics such as counting, number recognition, one-to-one correspondence, sorting and categorizing, learning basic shapes, and pattern recognition. Children will learn to recognize numbers 1 through 100 and count by ones to 20. They will learn to describe the position of an object such as in, beside, behind, and between.   They will learn to recognize simple patterns such as A-B (red/blue/red/blue), complete a pattern that has been started for them, and create their own simple patterns. First Grade Children in first grade are starting to acquire more abstract thinking skills. Some begin to move toward reading fluency. They can understand more abstract math concepts and can complete simple addition and subtraction problems. They are becoming more independent and self-sufficient. Language Arts A typical course of study for first-grade language arts introduces students to age-appropriate grammar, spelling, and writing. Children learn to capitalize and punctuate sentences correctly. They are expected to spell grade level words correctly and capitalize common nouns. Most first grade students will learn to read one-syllable words that follow general spelling rules and use phonics skills to decipher unknown words.  Ã‚   Some common skills for first graders include using and understanding compound words; inferring a words meaning from context; understanding figurative language;  and writing short compositions. Science First-grade students will build on the concepts they learned in kindergarten. They will continue asking questions and predicting outcomes and will learn to find patterns in the natural world. Common science topics for first grade include plants; animals; states of matter (solid, liquid, gas); sound; energy; seasons; water; and weather. Social Studies First-grade students can understand the past, present, and future, though most dont have a solid grasp of time intervals (for example, 10 years ago vs.  50 years ago). They understand the world around them from the context of the familiar, such as their school and community.   Common first-grade social studies topics include basic economics (needs vs. wants), beginning  map skills (cardinal directions and locating state and country on a map), continents, cultures, and national symbols. Math First-grade math concepts reflect this age groups improved ability to think abstractly. Skills and concepts typically taught include addition and subtraction;  telling time to the half-hour; recognizing and counting money; skip counting (counting by 2s, 5s, and 10s); measuring;  ordinal numbers (first, second, third); and naming and drawing two-dimensional and three-dimensional shapes. Second Grade Second-grade students are becoming better at processing information and can understand more abstract concepts. They understand jokes, riddles, and sarcasm and like to try them on others.   Most students who did not master reading fluency in first grade will do so in second. Most second graders have also established foundational writing skills. Language Arts A typical course of study for second-grade children focuses on reading fluency. Children will begin reading grade-level text without stopping to sound out most words. They will learn to read orally at a conversational speaking rate and use  voice inflection for expression. Second-grade students will learn  more complex phonics concepts and vocabulary. They will begin to learn prefixes, suffixes, antonyms, homonyms, and synonyms. They may start learning cursive handwriting.  Ã‚   Common skills for second-grade writing include using reference tools (such as a dictionary); writing opinion and how-to compositions; using planning tools such as brainstorming and graphic organizers; and learning to self-edit. Science In second grade, children begin using what they know to make predictions (hypothesis) and look for patterns in nature. Common second-grade life science topics include life cycles, food chains, and habitats (or biomes).   Earth science  topics include the Earth and how it changes over time; the factors affecting those changes such as wind, water, and ice; and the physical properties and classification of rocks.   Students are also introduced to force and motion concepts such as push, pull, and  magnetism. Social Studies Second graders are ready to begin moving beyond their local community and using what they know to compare their region with other areas and cultures.   Common topics include Native Americans, key historical figures (such as George Washington or Abraham Lincoln), creating timelines, the United States Constitution, and the election process. Second graders will also learn more advanced map skills, such as locating the United States and individual states; finding and labeling oceans, continents, the North and South Poles, and the equator. Math In second grade, students will begin to learn more complex math skills and attain fluency in math vocabulary.   A second-grade math course of study usually includes place value (ones, tens, hundreds); odd and even numbers; adding and subtracting two-digit numbers; introduction of multiplication tables; telling time from the quarter hour  to the  minute; and fractions. Third Grade In third grade, students begin to make the shift from guided learning to more independent exploration. Because most third-graders are fluent readers, they can read directions themselves and take more responsibility for their work. Language Arts In language arts, the focus on reading shifts from learning to read to reading to learn. There is an emphasis on reading comprehension. Students will learn to identify the main idea or moral of a story and be able to describe the plot and how the actions of the main characters affect the plot. Third graders will begin using more complex graphic organizers as part of the pre-writing process. They will learn  to write book reports, poems, and personal narratives. Topics for third-grade grammar include parts of speech; conjunctions; comparative and superlatives; more complex capitalization and punctuation skills (such as capitalizing book titles and punctuating dialogue); and sentence types (declarative, interrogative, and exclamatory).   Students also learn about writing genres such as fairy tales, myths, fiction, and biographies.   Science Third graders start to tackle more complex science topics. Students learn about the scientific process,  simple machines  and  the moon and its phases. Other topics include living organisms (vertebrate and invertebrates); properties of matter; physical changes; light and sound; astronomy; and inherited traits. Social Studies Third-grade social studies topics help students continue to expand their view of the world around them. They learn about cultures and how the environment and physical features affect the people of a given region. Students learn about topics such as transportation, communication, and the exploration and colonization of North American. Geography topics include latitude, longitude, map scale, and geographic terms. Math Third-grade mathematical concepts continue to increase in complexity.   Topics include multiplication and division; estimation; fractions and decimals; commutative and associative properties; congruent shapes, area and perimeter; charts and graphs; and probability.   Fourth Grade Most fourth-grade students are ready to tackle more complex work independently. They start learning basic time management and planning techniques for long-term projects. Fourth-graders are also starting to discover their academic strengths, weaknesses, and preferences. They may be asynchronous learners who dive into topics that interest them while struggling in areas that dont.   Language Arts Most fourth-grade students are competent, fluent readers. It is an excellent time to introduce books series since many children at this age are captivated by them.   A typical course of study includes grammar, composition, spelling, vocabulary-building, and literature. Grammar focuses on topics such as similes and metaphors; prepositional phrases; and run-on sentences.   Composition topics include creative, expository, and persuasive writing; research (using sources such as the internet, books, magazines, and news reports); understanding fact vs. opinion; point of view; and editing and publishing. Students will read and respond to a variety of literature. They will explore genres such as folklore, poetry, and tales from a variety of cultures.   Science Fourth-grade students continue to deepen their understanding of the scientific process through practice. They may try conducting age-appropriate experiments and document them by writing lab reports.  Ã‚   Earth science topics in fourth grade include natural disasters (such as earthquakes and volcanoes); the solar system; and natural resources. Physical science topics include electricity and electrical currents; physical and chemical changes in states of matter (freezing, melting, evaporation, and condensation); and the water cycle. Life science topics typically cover how plants and animals interact with and support one another (food chains and food webs), how plants produce food, and how humans impact the environment. Social Studies The history of the United States and the students home state are common topics for social studies in fourth grade. Students will research facts about their home states such as its native population, who settled the land, its path to statehood, and significant people and events from state history.   U.S. history topics include the Revolutionary War and westward expansion (the explorations of Lewis and Clark and the lives of American pioneers) Math Most fourth-grade students should be comfortable adding, subtracting, multiplying, and dividing quickly and accurately. They will apply these skills to large whole numbers and learn to add and subtract fractions and decimals.   Other fourth-grade math skills and concepts include prime numbers; multiples; conversions; adding and subtracting with variables; units of metric measurements; finding the area and perimeter of a solid; and figuring the volume of a solid. New concepts in geometry include lines, line segments, rays, parallel lines, angles, and triangles.   Fifth Grade Fifth grade is the last year as an elementary student for most students since middle school is generally considered grades 6-8. While these young tweens may consider themselves mature and responsible, they often need continued guidance as they prepare to transition fully to independent learners.   Language Arts A typical course of study for fifth-grade language arts will include components that become standard through the high school years: grammar, composition, literature, spelling, and vocabulary-building.   The literature component includes reading a variety of books and genres; analyzing plot, character, and setting; and identifying the authors purpose for writing and how his point of view influences his writing. Grammar and composition focus on using correct age-appropriate grammar to write more complex compositions such as letters, research papers, persuasive essays, and stories; honing pre-writing techniques such as brainstorming and using graphic organizers; and building on the students understanding of parts of speech and how each is used in a sentence (examples include prepositions, interjections, and conjunctions). Science Fifth graders have a strong basic understanding of science and the scientific process. Theyll put those skills to work as they delve into a more complex understanding of the world around them. Science topics usually covered in fifth grade include the solar system; the universe; Earths atmosphere; healthy habits (proper nutrition and personal hygiene); atoms, molecules, and cells; matter; the Periodic Table; and taxonomy and the classification system. Social Studies In fifth grade, students continue their exploration of American history, studying events such as the War of 1812; the American Civil War; inventors and technological advances of the 19th century (such as Samuel B. Morse, the Wright Brothers, Thomas Edison, and Alexander Graham Bell); and basic economics (the law of supply and demand; the primary resources, industries, and products of the United States and other countries). Math A typical course of study for fifth-grade math  include dividing two- and three-digit whole numbers with and without remainders; multiplying and dividing fractions; mixed numbers; improper fractions; simplifying fractions; using equivalent fractions; formulas for area, perimeter, and volume; graphing; Roman numerals; and powers of ten. This typical course of study for elementary school is intended as a general guide. The introduction of topics and acquisition  of skills can vary widely based on the studentss maturity and ability level, a familys preferred homeschooling style, and the type of homeschool curriculum used.

Circumference of a Circle

Circumference of a Circle Circumference Definition and Formula The circumference of a circle is its perimeter or distance around it. It is denoted by C in math formulas and has units of distance, such as millimeters (mm), centimeters (cm), meters (m), or inches (in). It is related to the radius, diameter, and pi using the following equations: C πdC 2πr Where d is the diameter of the circle, r is its radius, and π is pi. The diameter of a circle is the longest distance across it, which you can measure from any point on the circle, going through its center or origin, to the connecting point on the far side. The radius is one-half the diameter or it can be measured from the origin of the circle out to its edge. π (pi) is a mathematical constant that relates a circles circumference to its diameter. It is an irrational number, so it doesnt have a decimal representation. In calculations, most people use 3.14 or 3.14159. Sometimes it is approximated by the fraction 22/7. Find the Circumference s (1) You measure the diameter of a circle to be 8.5 cm. Find the circumference. To solve this, simply enter the diameter in the equation. Remember to report your answer with the proper units. C πdC 3.14 * (8.5 cm)C 26.69 cm, which you should round up to 26.7 cm (2) You want to know the circumference of a pot that has a radius of 4.5 inches. For this problem, you can either use the formula that includes radius or you can remember the diameter is twice the radius and use that formula. Heres the solution, using the formula with radius: C 2πrC 2 * 3.14 * (4.5 in)C 28.26 inches or 28 inches, if you use the same number of significant figures as your measurement. (3) You measure a can and find it is 12 inches in circumference. What is its diameter? What is its radius? Although a can is a cylinder, it still has a circumference because a cylinder is basically a stack of circles. To solve this problem, you need to rearrange the equations: C πd may be rewritten as:C/π d Plugging in the circumference value and solving for d: C/π d(12 inches) / π d12 / 3.14 d3.82 inches diameter (lets call it 3.8 inches) You could play the same game to rearrange a formula to solve for the radius, but if you have the diameter already, the easiest way to get the radius is to divide it in half: radius 1/2 * diameterradius (0.5) *(3.82 inches) [remember, 1/2 0.5]radius 1.9 inches Notes About Estimates and Reporting Your Answer You should always check your work. One quick way to estimate whether your circumference answer is reasonable is to check to see if its a bit more than 3 times larger than the diameter or slightly over 6 times larger than the radius.You should match the number of significant figures you use for pi to that of the significance of the other values you are given. If you dont know what significant figures are or arent asked to work with them, dont worry about this. Basically, this means if you have a very precise distance measurement, like 1244.56 meters (6 significant figures), you want to use 3.14159 for pi and not 3.14. Otherwise, youll end up reporting a less precise answer. Finding the Area of a Circle If you know the circumference, radius, or diameter of a circle, you can also find its area. Area represents the space enclosed within a circle. Its given in units of distance squared, such as cm2 or m2. The area of a circle is given by the formulas: A πr2 (Area equals pi times the radius squared.) A π(1/2 d)2 (Area equals pi times one-half the diameter squared.) A π(C/2π)2 (Area equals pi times the square of the circumference divided by two times pi.)

Death penalty misc15 essays

Death penalty misc15 essays I believe the death penalty should be abolished. I believe it should be abolished because it does not help curb crime. Another reason is It is not morally fair or just. We cant be absolute in making sure people are guilty of the crime. It is more expensive than Imprisonment. The judgments are not completely impartial. I believe it is cruel and unusual punishment which is against the law. The death penalty does not help prevent crime. The murder rates in states with the death penalty are no lower than states without. The USA is the only Western democracy with the death penalty and we have the highest murder rate. Canadas murder rate fell the same year they abolished the death penalty. I do not think that penalties affect the crimes that people commit that much I believe penalties help curb the peoples with criminal tendencies. We cannot make sure that everyone on death row is guilty. Since 1970 over 70 people have been released from death row because of evidence of there innocence. Be tween 1900 and 1985 350 people were wrongfully executed. A black person who killed a white person is 40 times more likely than a white person who killed a black person to be sentenced to the death penalty. The US is one of only five nations who have executed children or anyone who was under18 at the time of the crime. The other countries are: Iran, Pakistan, Saudi Arabia, and Yemen. This violates The International Covenant on Civil and Political Rights and the UN Convention on the Rights of the Child. A small number of countries continue to execute children. During 1994 2,331 prisoners were executed in 37 countries. 4,032 prisoners were sentenced to death in 75 countries. These were the only ones known to Amnesty International the true figures are probably higher. China, Iran, and Nigeria make up 87% of the worlds executions in 1994. In 1994 China executed 1,791 prisoners. 139 were executed in Iran. Over 100 in Nige ...

Answer the question Essay Example | Topics and Well Written Essays - 250 words - 10

Answer the question - Essay Example Better services translate upon the overall satisfaction level of the clients. This in turn leads to the positive impact on the staff’s career. Six Sigma is a quality enactment scheme that is mostly applied towards better performance execution. Under this concept the margin of error is highly minimized. The benefits of this mechanism are improved performance, overall satisfaction of the clients and good working relationship between the two ends. Under six sigma principles the error percentage is reduced to less than one percent in total (Chase & Aquilano, 2006, p. 326). Although both the systems are incorporated for quality maintenance and development , yet the two differ on the account of mode of application. Six Sigma may find its limitation of implementation to a more technical and analytical domain of work. T.Q.M in contrast may find its application in a more generic manner. Six Sigma may also differ on the grounds of specialization required towards understanding and implementing it to

Why the Eiffel Tower Should Not Be Torn Down Essay

Why the Eiffel Tower Should Not Be Torn Down - Essay Example It took 26 months, 700 engineering plans, 3,000 workshop drawings, and more than 18,000 parts to complete the construction. The Eiffel Tower has cultural importance. With respect to the event that it was built to commemorate, the French Revolution, the Tower holds cultural significance to the people of France. This is because the French Revolution was a time characterized with events aimed at eliminating dictatorship regimes (Eiffel Tower, n.d). Therefore, the Tower indicates a desire for hope as well as freedom. It also signifies the passage from an oppressive time to a hopeful one for the people of Paris (McDowall, 2014). This is a key point that shows a historical significance linked to the Eiffel Tower. People should read about and visit the Eiffel Tower because of its uniqueness with respect to design and cultural uniqueness. It displays the culture of the people of Paris and visiting the site allows a person to experience this culture. In addition, the design of the Eiffel Tower is unique and no other replica has managed to accomplish its features. People should read about it especially in history so as to understand why it was built and what it symbolizes. One of the key reasons as to why the Eiffel Tower is special is that it is the world’s most visited monument. Although there are other monuments of interest around the world, the Eiffel Tower has been the center of interest because it receives more tourists than any other monument. Besides being a monument, it has economic significance to Paris in that it incorporates hotels. The other reason as mentioned earlier is that it marks the end of an oppressive era, which was marked through the French Revolution; therefore, it is special to the people of Paris. Furthermore, the Eiffel Tower is special because it is one of the tallest buildings in the world and remained the tallest for many decades. As a conclusive point, the Eiffel Tower should never be torn

Cogn. week3 Essay Example | Topics and Well Written Essays - 1000 words

Cogn. week3 - Essay Example The relation to theories is done with good understanding of the concept it entails. The social and cultural factors in terms of a gap in perception is one that I can relate to my own example of the difference in context of culture that acts as a barrier to perceiving another persons point of view. Assignment # 3 Write a brief explanation of the extent to which you think perception involves learning. After reading up on Sternberg’s (2009) literature on perception we can come to the conclusion that learning and perception are intertwined. Just look at what we mean when we use the term learning, it is basically a moderately permanent modification in one’s behavior resulting due to some experience or a practice. This change encompasses concepts such as classical and operant conditioning as well as perceptual learning. Now let’s look at what we mean when we use the term perception. It usually relates to one’s awareness of things, experiences or events that stim ulate ones senses. So we can rightfully say that when one perceives something through the environment, he is learning from it and then putting it into practice (Hulse, Deese & Egeth, 1975). Look at the visual aspect of learning which is highly dependant on the brains tendency to organize various stimuli into objects which are seen as figures. The basic development of an individual is greatly impacted by the things he perceives which he does by learning. Most of everything that we learn in our daily lives takes root from a learning resulting from new perceptions; with our present perception being impacted by our prior learning, especially when there is an emotional meaning attached (Hochberg, 1964). This can be best explained by the aid of an example. A gun might be perceived a lot differently by a woman who has seen someone being shot as compared to the innocent way a child might look at it. The child would view it as a toy and associate it with fun and play whereas the woman will p erceive it as a deadly weapon associated with feelings of fear and danger. Another relevant example can be that of an infant learning how to walk. Initially he will fall as he tries to balance in order to walk. He experiences a fall while he is at it however he still practices to learn how to walk. So in this way he is learning from his mistakes. Look at a blind man trying to learn how to walk. Him learning to walk around on his own lies greatly on his perception of spaces and figures hence without one he cannot achieve the other. That is how greatly the two concepts are connected. References Hochberg. J. Art, Perception and Reality. The representation of things and people. The John Hopkings university press. 1972. Pg. 47. Hulse, Deese & Egeth. 1975. The psychology of learning. McGraw-Hill, 1975 Sternberg, R.J. (2009). Cognitive psychology, (5th ed.). Belmont, CA: Wadsworth Cengage

Leadership in me Essay Example | Topics and Well Written Essays - 1000 words

Leadership in me - Essay Example A good leader develops through a continuous process of education, self-studying, training, as well as experience. Leadership styles vary, and that is why it is necessary for a person to understand and know their leadership style, and how their specific leadership affects their workplace. Leadership is influenced by various factors, and that is why it is vital to know how as well as why your style of leadership is what it is. There are numerous contributors involved when dealing with development of leadership styles within a person. According to Myers Brigg (MBTI- Myers Briggs Type Indicator), my leadership style of which is ESFP (extraverted, sensing, feeling, perceiving) is considered to be that of a personality type of which is one of the 16 types of personalities. People who have ESFP type personalities are frequently described as outgoing, spontaneous, and resourceful (Lester, 1975). ESFP has its characteristics, and the MBTI has four main areas in which it looks at preferences of personality, namely :(1) introversion versus extroversion, (2) feeling versus thinking (3) intuition versus sensing, and lastly perception versus judgment. ESFPs have a tendency of being very resourceful and practical. They prefer hands-on learning experiences and tend to hate learning from books as well as discussions based on the theory. When problem solving, they put their trust in instincts and personal abilities to solve solutions. Although they are quite reasonable as well as pragmatic, they hate structure, planning, and order. Instead, they prefer to act spontaneously, and spend less time formulating plans or schedules. ESFPs as extraverts like spending time with people and have great interpersonal skills. They are great at understanding people’s feelings and know how to respond their emotions differently (University of Saskatchewan, 2014 p. 1-2). Therefore, we can say that, ESFPs make incredible leaders and know how to mobilize, persuade,

Random Walk Theory of Share Price Movements Essay

Random Walk Theory of Share Price Movements - Essay Example A lot many efforts were made towards identifying a predictable trading pattern which could be used for chasing profitable deals. From the mid-1950s to the early 1980s, a random walk theory (RWT) of share prices was developed based on the past empirical evidence of randomness in share price movements. RWT basically stated that speculative price changes were independent and identically distributed, so that the past price data had no predictive power for future share price movements. RWT also stated that the distribution of price changes from transaction to transaction had finite variance. In addition, if transactions were fairly uniformly spread across time and were large in numbers, then the Central Limit Theorem suggested that the price changes would be normally distributed. Kendall (1953) calculated the first differences of twenty-two different speculative price series at weekly intervals from 486 to 2,387 terms. He concluded that the random changes from one term to the next were la rge and obfuscated any systematic effect which may be present. In fact, he stated that 'the data behaved almost like a wandering series' (random walk). Specifically, an analysis of share price movement revealed little serial correlation, with the conclusion that there was very little predictability of movements in share prices for a week ahead without extraneous information. In 1959, Roberts generated a pattern of market levels and changes akin to actual levels and changes in the Dow Jones Industrial Index. He estimated the probability of different share price movements over time by using a frequency distribution of historical changes in the weekly market index, and assumed weekly changes were independently drawn from a normal distribution with a mean of + 0.5 and a standard deviation of 5.0. He concluded that changes in security prices behaved as if they had been generated by a simple chance model .The fundamental concept behind random walk theory is that competition in perfect mar kets would remove excess economic profits, except from those parties who exercised some degree of market monopoly. This meant that a trader with specialized information about future events could profit from the monopolistic access to information, but that fundamental and technical analysts who rely on past information should not expect to have speculative gains.From the theory of random walks arose the theory of efficient markets. The Efficient Markets Hypothesis (EMH) states that current prices always 'fully reflect' available information, so that the only reason prices change between time t and time t+1 is the arrival of new information. The EMH requires that only two necessary conditions be met. First, the market must be aware of all available information .The type of information available is determined by the strength of the EMH being tested. In a Weak Form EMH, current prices entirely reflect all that can be known from the study of historical prices and trading volumes. If the Weak Form is valid, technical

Journal M5-M6 for art Essay Example | Topics and Well Written Essays - 1250 words

Journal M5-M6 for art - Essay Example This method is familiar to use from childhood (Getlein, 268). When modeling, the sculptor begins with a simple framework and adds material until the sculpture is finished. Carving basically, is a subtractive process whereby the sculpture starts with a mass of material larger than the planned sculpture and takes await the extra materials until the desired sculpture is attained. On the other hand, the author describes casting as a process of molding of some kind, whereby liquid or semiliquid material is poured and allowed to harden. Basically, this chapter describes each of these methods into detail and look at some of the materials they are used with (Getlein, 269). This chapter is very interesting and it brings out the theme of methods of sculpture. The chapter describes various methods of sculpture and their importance. The way the author describes the various methods is just splendid. He not only describes the methods but he accompanies every method with an example. This makes the chapter easier to understand and comprehend hence appreciating the work of art to greater lengths. Chapter 12 This chapter focuses on Arts of Ritual and Daily Life. In this chapter, the book describe the content that ‘art’ was derived from, objects made with great skill and inventiveness, rewards for contemplate and the ultimate meaning. The author argues that art was made to handled, touched, to be used in daily life or in ritual settings such as religious occasions. For these reasons, art possess a special human intimacy. Whenever we see art in the museum, it is good to recognize that they were once used by their owners who took them into their lives. The chapter starts by introducing various used media such as glass, wood, fiber, clay, ivory, lacquer and jade as described by the Western objects fashioned before the arise of the fine art. The chapter then discusses on how Western thinking about these arts has changed and been challenged in the 21st century since fine art was born. Various cultures are also revealed through art and the author explains this concept by the revealing the elements of exporting art through various cultures (Getlein, 271). The main theme of the chapter is the origin of fine art and the influence of Western culture to the development of fine art. According to the chapter, the modern concept of art took place during the 18th Century. During this period, the European philosophers separated paintings, architecture and sculpture from other kinds of skilled making and placed them in a new category called fine. My personal assessment after reading the chapter is that Western culture greatly was very vital and still influential in the development of current art. Chapter 13 Architecture is a very important aspect of art. More than any other arts, architectural arts demands structural stability. Every individual, there is a daily movement in and out of buildings, and some may take that for granted (Getlein, 280). Have you ever t hought about it? That maybe they might collapse on you? Well, all credit goes to architecture. This chapter focuses on structural systems in architecture in which a stable of a building is based. The chapter also describes various structural systems which are introduced in roughly chronological order in which they were developed. These structural systems include; load-bearing construction, Post-and-Lintel, Round Arch and Vault, Pointed Arch and Vault,

Leadership in me Essay Example | Topics and Well Written Essays - 1000 words

Leadership in me - Essay Example A good leader develops through a continuous process of education, self-studying, training, as well as experience. Leadership styles vary, and that is why it is necessary for a person to understand and know their leadership style, and how their specific leadership affects their workplace. Leadership is influenced by various factors, and that is why it is vital to know how as well as why your style of leadership is what it is. There are numerous contributors involved when dealing with development of leadership styles within a person. According to Myers Brigg (MBTI- Myers Briggs Type Indicator), my leadership style of which is ESFP (extraverted, sensing, feeling, perceiving) is considered to be that of a personality type of which is one of the 16 types of personalities. People who have ESFP type personalities are frequently described as outgoing, spontaneous, and resourceful (Lester, 1975). ESFP has its characteristics, and the MBTI has four main areas in which it looks at preferences of personality, namely :(1) introversion versus extroversion, (2) feeling versus thinking (3) intuition versus sensing, and lastly perception versus judgment. ESFPs have a tendency of being very resourceful and practical. They prefer hands-on learning experiences and tend to hate learning from books as well as discussions based on the theory. When problem solving, they put their trust in instincts and personal abilities to solve solutions. Although they are quite reasonable as well as pragmatic, they hate structure, planning, and order. Instead, they prefer to act spontaneously, and spend less time formulating plans or schedules. ESFPs as extraverts like spending time with people and have great interpersonal skills. They are great at understanding people’s feelings and know how to respond their emotions differently (University of Saskatchewan, 2014 p. 1-2). Therefore, we can say that, ESFPs make incredible leaders and know how to mobilize, persuade,

Journal M5-M6 for art Essay Example | Topics and Well Written Essays - 1250 words

Journal M5-M6 for art - Essay Example This method is familiar to use from childhood (Getlein, 268). When modeling, the sculptor begins with a simple framework and adds material until the sculpture is finished. Carving basically, is a subtractive process whereby the sculpture starts with a mass of material larger than the planned sculpture and takes await the extra materials until the desired sculpture is attained. On the other hand, the author describes casting as a process of molding of some kind, whereby liquid or semiliquid material is poured and allowed to harden. Basically, this chapter describes each of these methods into detail and look at some of the materials they are used with (Getlein, 269). This chapter is very interesting and it brings out the theme of methods of sculpture. The chapter describes various methods of sculpture and their importance. The way the author describes the various methods is just splendid. He not only describes the methods but he accompanies every method with an example. This makes the chapter easier to understand and comprehend hence appreciating the work of art to greater lengths. Chapter 12 This chapter focuses on Arts of Ritual and Daily Life. In this chapter, the book describe the content that ‘art’ was derived from, objects made with great skill and inventiveness, rewards for contemplate and the ultimate meaning. The author argues that art was made to handled, touched, to be used in daily life or in ritual settings such as religious occasions. For these reasons, art possess a special human intimacy. Whenever we see art in the museum, it is good to recognize that they were once used by their owners who took them into their lives. The chapter starts by introducing various used media such as glass, wood, fiber, clay, ivory, lacquer and jade as described by the Western objects fashioned before the arise of the fine art. The chapter then discusses on how Western thinking about these arts has changed and been challenged in the 21st century since fine art was born. Various cultures are also revealed through art and the author explains this concept by the revealing the elements of exporting art through various cultures (Getlein, 271). The main theme of the chapter is the origin of fine art and the influence of Western culture to the development of fine art. According to the chapter, the modern concept of art took place during the 18th Century. During this period, the European philosophers separated paintings, architecture and sculpture from other kinds of skilled making and placed them in a new category called fine. My personal assessment after reading the chapter is that Western culture greatly was very vital and still influential in the development of current art. Chapter 13 Architecture is a very important aspect of art. More than any other arts, architectural arts demands structural stability. Every individual, there is a daily movement in and out of buildings, and some may take that for granted (Getlein, 280). Have you ever t hought about it? That maybe they might collapse on you? Well, all credit goes to architecture. This chapter focuses on structural systems in architecture in which a stable of a building is based. The chapter also describes various structural systems which are introduced in roughly chronological order in which they were developed. These structural systems include; load-bearing construction, Post-and-Lintel, Round Arch and Vault, Pointed Arch and Vault,

Philosophy Rhetoric Essay Example for Free

Philosophy Rhetoric Essay For those politicians who find themselves faced with a question whose answer may be distressing to their audience, there is no substitute for the power of rhetoric   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The light-as-air rhetoric politicians tend to give in response to any question regarding national identity is a fine example. Asked what it is to be an American, most politicians will appeal to emotion with reflexes so skilled and precise that a kung-fu master would be hard-pressed to imitate them. Where logic is concerned, the rhetorical replies to this sort of question often begs many others. The politician will surely answer using words such as hope, values, family and faith but are those words even useful as descriptions? Do they speak to the actual experience of being an American or do they speak to some of the notions in which many find great comfort? How much of any politicians answer to this question is ritual and how much actual response? And, most importantly, are those things really characteristic of Americans or are they things Americans like to think about themselves, reality notwithstanding?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Where a reasonable, logical answer to the question of   what it means to be American may be pages long and the subject of spirited debatenot to mention heavily influenced by the time in which the question was poseda rhetorical answer provides an easy dodge that leaves the politician with a faint glow of patriotism, the great persuader who is so often summoned by way of such simple rhetoric.

Management of ICU Delirium

Management of ICU Delirium 1. Introduction In the critical care setting, haemodynamic failure is recognised by monitoring the patient’s blood pressure and pulse and treatment may involve fluid resuscitation or the use of inotropic agents (Webb Singer, 2005). In respiratory failure, the patient’s respiration rate and oxygen saturations are closely monitored and ventilatory support is sought (Cutler, 2010). Just like the heart and lungs, the brain can acutely fail in critical illness. An acute disturbance in brain function is recognised as delirium (Page Ely, 2011). Historically, delirium was accepted by the medical and nursing community as an inevitable consequence of the ICU experience (Shehabi et al., 2008). More recently, delirium is beginning to gain acceptance as a serious condition in the adult intensive care unit (ICU) and early identification and timely treatment is essential so as to reduce the detrimental effects on patient outcomes (Arend Christensen, 2009 Boot, 2011). Nurses are well-positioned to not only detect discrete fluctuations in levels of consciousness but to also minimise modifiable risk factors and to prompt doctors to review the critically unwell adult (Page Ely, 2011). However, there is a growing recognition that delirium in the ICU is misunderstood and underreported by health professionals and hence continues to cause cognitive dysfunction in affected patients (Wells, 2010). This introduction discusses delirium in adult patients hospitalised in the ICU; specifically nurses’ knowledge, attitudes, beliefs and current practices regarding ICU delirium, and presents the literature review problem, question and the aim and objectives. The literature has used numerous terms interchangeably to describe cognitive impairment in the ICU. There are references to ICU psychosis (Justice, 2000), ICU syndrome (Granberg-Axà ¨ll, 2001), acute confusional syndrome (Tess, 1991), and acute brain failure (Lipowski, 1980; cited in Page Ely, 2011, p. 6). The multiplicity of terms in the literature may explain why the condition has not received the degree of prioritisation it deserves (McGuire et al., 2000). The above expressions are gradually being superseded by a more widely accepted expression termed ‘ICU delirium’ (Boot, 2011). Criteria set by the ‘Diagnostic and Statistical Manual of Mental Disorders’ (DSM-IV; American Psychiatric Association, 2000) describes delirium as a disturbance of consciousness (i.e. limited awareness of surroundings) and cognitive fluctuations (e.g. a memory deficit); the onset is over a short period of time and the syndrome is a consequence of a physiological condition. There are three subtypes of delirium; namely: hypoactive, hyperactive and mixed delirium. Page Ely (2011) provide data on the prevalence of delirium: One in five adult patients hospitalised in the ICU develop delirium. A higher incidence occurs in ventilated patients (four out of five patients). A considerable body of research is dedicated to the investigation of the adverse effects of delirium on patient outcomes. A prospective cohort study by Girard (2010) concludes that the duration of delirium in ventilated patients in the ICU is an independent predictor of cognitive impairment up to 1 year following discharge. This conclusion has far-reaching implications for the growing population of patients who are concerned about the preservation of cognitive function following hospitalisation during a period of critical illness. Similarly, Ouimet et al., (2007) used a prospective study design to conclude that delirium increased the risk of mortality in a population of 820 patients admitted to the ICU for a period of more than 24 hours. In addition to this, delirium was associated with an extended period of hospitalisation. The implementation of preventative measures, early recognition tools and the timely delivery of treatment may prove useful in the preservation of cognitive funct ion in affected patients (Boot, 2011). Although there are several assessment tools available for ICU patients, the National Institute for Health and Clinical Excellence (NICE, 2010) recommends the use of the Confusion Assessment Method for the ICU (CAM-ICU; Ely et al., 2001). The tool has high validity for detecting the delirious non-intubated patient (Ely, et al., 2001); however the symptoms of hypoactive delirium such as lethargy and drowsiness are not always recognised by the CAM-ICU (McNicoll et al., 2005). The topic of this review was selected based on observations made in clinical practice; for example, it was witnessed that very few delirium assessments were being performed in the ICU and subsequent conversations with critical care nurses reinforced the perception that approaches to delirium monitoring in the ICU are inconsistent. In an attempt to address this clinical problem, the topic of ICU delirium was selected as the main focus of inquiry for the present research. So as to construct a relevant and well framed review question it was necessary to explore the literature pertaining to this clinical problem. In a telephone-based questionnaire study conducted in the Netherlands (Van Eijk et al., 2008) it was concluded that 7% of the ICUs surveyed in this nationwide study routinely practiced delirium monitoring using a validated tool such as the CAM-ICU; despite the presence of international guidelines that advocate delirium assessment practices. Ely et al., (2001) states that very few institutions routinely practice delirium monitoring despite well-documented adverse effects associated with the syndrome. The implications of this are that timely diagnosis and the implementation of management strategies are prevented (Ista et al., 2014). Boot (2009) proposes that nurses in the ICU may not have the appropriate level of knowledge to guide nursing practice. On the contrary, Wells (2012) states that a lack of knowledge may not fully explain why nurses do not engage in delirium monitoring and that the reason lies with the barriers to delirium as identified by Devlin et al., (2008) such as difficulties in assessing intubated patients. An alternative explanation is that nursing practices are based on the deep-rooted belief that delirium is an expected consequence of critical illness (Boot 2009). Undoubtedly, a lack of scientific attention given to the topic of ICU delirium may have contributed to a lack of general awareness (Page and Ely, 2011). In recent years, there has been a growing recognition in the literature and clinical practice that a change in attitude is required, which may need to be supported by educational efforts. Prior to introducing a change in attitude; it is first necessary to understand why so many nurs es are failing to incorporate screening into their routine practice (Wells, 2010). In an attempt to gain an improved understanding of the perceived barriers, beliefs, current practices and knowledge levels of critical care nurses, Devlin et al., (2008) identified nurses’ responses regarding delirium monitoring in the ICU using a questionnaire design. One of the main findings from this study was that nurses who did not routinely practice delirium monitoring were unaware that the syndrome was underreported and that delirium is characterised by fluctuating symptoms such as levels of consciousness. The study’s findings bring to attention a severe deficit in nurses’ knowledge relating to questions about delirium in the ICU. Mention should be made here of an important limitation of the study, that is, the results are only representative of 331 nurses in the Massachusetts area of North America. By employing a systematic search strategy to identify similar research, a synopsis of the level of support required to alleviate the clinical problem will be c reated (Aveyard, 2010). There appears to be no published evidence of an attempt to produce a systematic review that has explored critical care nurses’ responses in relation to delirium and delirium monitoring in the ICU. In light of this, the present review will explore this gap in research evidence at the level of a literature review in which a selected body of literature will be critically appraised. 1.1 The Review Question ‘What knowledge, practices and attitudes do critical care nurses have about delirium and its assessment in the ICU?’ 1.2 Aim and Objectives The aim of this review is to critically appraise primary research studies to reveal the knowledge, practices and attitudes of critical care nurses regarding delirium in the ICU and its assessment, whilst identifying implications and recommendations for clinical practice. The following objectives describe the individual steps that will be undertaken as part of this review: To employ a systematic search strategy to retrieve primary research articles that are relevant to the research question as specified above, through the use of inclusion and exclusion criteria. To use appropriate databases and hand searching techniques to identify additional articles that are relevant to the research question and that meet the inclusion and exclusion criteria. To critically appraise the selected research articles using a validated appraisal tool so as to establish their research quality and reliability. To extract the findings from the selected articles so as to effectively answer the research question. To draw conclusions from the findings whilst discussing the limitations of the review and implications and recommendations for clinical practice. Word count 1447 References American Psychiatric Association. (2000) Diagnostic and statistical manual mental disorders. 4th ed. Washington DC: Author. Arend, E. Christenson, M. (2009) Delirium in the intensive care unit: a review. Nursing in Critical Care, 14 (6): 145-154. Aveyard, H. (2010) Doing a literature review in health and social care. A practical guide. 2nd ed. London: Open University Press. Boot, R. (2012) Delirium: a review of the nurse’s role in the intensive care unit. Intensive and critical care nurses, 28 (3): 185-189. Cutler, J. (2010) Critical care nursing made incredibly easy. London: Lippincott Williams Wilkins. Devlin, J. W., Fong, J.J. Howard, E.P. et al. (2008) Assessment of delirium in the intensive care unit: nursing practices and perceptions. American Journal of Critical Care, 17 (6): 555-566. Ely, E.W., Inouye, S.K. Bernard, G.R. et al. (2001) Delirium in mechanically ventilated patients: validity and reliability of the Confusion Assessment Method for the Intensive Care Unit (CAM-ICU). The Journal of the American Medical Association, 286: 2703-2710. Girard, T.D., Jackson, J.C. Pandharipande, PP. et al. (2010) Delirium as a predictor of long-term cognitive impairment in survivors of critical illness. Critical Care Medicine, 38 (7): 1513-1520. Granberg-Axà ¨ll, A., Bergdom, I. Lundberg, D. (2001) Clinical signs of ICU syndrome/delirium: an observational study. Intensive Critical Care Nursing, 17 (2): 72-93. Ista, E., Trogrlic, Z. Bakker, J. (2014) Improvement of care for ICU patients with delirium by early screening and treatment: study protocol of iDECEPTIVE study. Implementation Science, 9: 143. Justice, M. (2000) Does ICU psychosis really exist? Critical Care Nurse, 20: 28-39. Lipowski, Z. J. (1980) Acute brain failure in man. Springfield , IL: Charles C Thomas. McGuire, B., Basten, C. and Ryan, C. et al. (2000) Intensive care unit syndrome, a dangerous misnomer. Archives of Internal Medicine, 160 (7): 906-909. McNicoll, L., Pisani, M. Ely, E. (2005) Detection of delirium in the intensive care unit: comparison of confusion assessment method for the intensive care unit with confusion assessment method ratings. Journal of the American Geriatrics Society, 53: 495-500. National Institute for Health and Care Excellence (NICE) (2010) Delirium: diagnosis, prevention and management [online]. Available from: https://www.nice.org.uk/guidance/cg103 [Accessed 13 January 2015]. Ouimet, S., Kavanagh, B.P. and Gotfried, S.B. et al. (2007) Incidence, risk factors and consequences of ICU delirium. Intensive Care Medicine, 33 (1): 66-73. Page, V. Ely, E. W. (2011) Delirium in critical care (core critical care). Cambridge, UK: Cambridge University Press. Shehabi, Y., Botha, J. A. and Ernest, D. et al. (2008) Sedation and delirium in the intensive care unit: an Australian and New Zealand perspective. Anaesth Intensive Care, 36 (4): 570-578. Tess, MM. (1991) Acute confusional state in critically ill patients: a review. Journal of Neuroscience Nursing, 23: 398-402. Van Eijk, M.M., Kesecioglu, J. Slooter, A. J. (2008). Intensive care delirium monitoring and standardised treatment: a complete survey of Dutch intensive care units. Intensive and Critical Care Nursing, 24 (4): 218-221. Webb, A.R. Singer, M. (2005) Oxford Handbook of Critical Care. 2nd ed. Oxford UK: Oxford University Press. Wells, L. G. (2010) Why don’t intensive care nurses perform routine delirium assessment? A discussion of the literature. Australian Critical Care, 25 (3): 157-161. 1

Josephine Bakers Monologue Essay -- Josephine Baker Composition Monol

Josephine Baker's Monologue I’m Freda Josephine Baker born to Carrie McDonald and Eddie Carson on June 3rd, 1906, in St. Louis, Missouri, but most of you may know me as Josephine Baker. At the age of 12 I dropped out of school to become an entertainer, yes yes, I remember it like it was yesterday, I was young and ready to become a star. I grew up cleaning houses and babysitting for white families, and they always reminded me â€Å"be sure not to kiss the baby†. When I was 13, I got a waitressing job at the Chauffeur’s Club, which was where I met my first husband, our marriage was very brief; I had never hesitated to leave anyone, never depended on any man for anything, that’s for sure. I was married five times, never again never again, I keep telling myself, hah hah I make myself laugh, but then again I did get lots of things from them. I gained French citizenship from one of my husbands, another one of my husbands helped to raise my 12 adopted children, and I kept my last name of my 2nd husband, Willie Baker. I never had children of my own instead I adopted twelve child...

Akc Dog Breeds Essay -- essays research papers

We humans classify everything that we have come to know in this world, from elements to all God’s creatures. Man likes to know he has control and the classification and selective processes man takes are all for control. Even mans’ best friend has been narrowed down into groups which man created. In each group are dogs that have been breed for a specific use to help man do a job faster, easier, and more efficiently. â€Å"Every breed is assigned to one of seven groups, based on the uses for which the breeds were originally developed† (AKC.org). Mans’ best friend has been categorized into the: Hound, Working, Terrier, Toy, Non-Sporting, Herding, and Sporting Groups.   Ã‚  Ã‚  Ã‚  Ã‚  The Hound Group contains such popular dogs as the Basset Hound, Bloodhound, and Greyhound. There are 22 separate breeds in the Hound Group alone. This group can be further separated into the scent hounds and the sight hounds. Scent hounds have been bred to find their prey by their overdeveloped sense of smell. Sight hounds were bred to spot targets at great distances and let their handlers know where the prey is located.   Ã‚  Ã‚  Ã‚  Ã‚  The Working Groups is a group of 21 different breeds of dogs. These dogs â€Å"were bred to perform such jobs as guarding property, pulling sleds, and performing water rescues† (AKC.org). Some common breeds in this group are the Great Dane, Doberman Pinscher, and Boxer. These dogs were bred for specific tasks but all needed to be intelligent, quick at learning, and good companions. Most of the...

Malthusian View Relevant Today?

â€Å"Malthusian views of the relationship between population and food remain relevant today. † Discuss this statement. According to Malthusian theory of population, population increases in a geometrical ratio, whereas food supply increases in an arithmetic ratio. This imbalance would lead to widespread poverty and starvation, which would only be checked by natural occurrences such as disease, high infant mortality, famine, war or moral restraint. However, this theory is wrong in circumstances now, because it only considered two factors—food and population. But these two factors can be overcome by different ways.Other factors such as improvements in technology proved him wrong. He was right at his time but development made him wrong. If it wasn't for outside influences on population growth and food supply, his mathematical reasoning which proved his theory and was right. Firstly, as I had just said, food production has increased in many different ways, unimaginable in M althus’ time. For one, food technology has rapidly improved. The emergence of Genetically Modified food (GM Food) has boosted food production greatly. GM crops can be planted even in the most undesirable places, in low developed countries like Africa and Brazil.GM crops are also enhanced so that they are pest resistant, hence increasing crop yield. From this you can already see that GM crops cannot only increase food production, living standard can also be increased. Food production has also been increased by draining marshlands, reclaiming land from the sea, cross-breeding of cattle, use of high-yielding varieties of crops, terracing slopes, growing crops in greenhouses, using more sophisticated irrigation techniques such as hydroponics, growing new food such as soya, making artificial fertilizers, farming native crop and animal species, and fish farming.From this, you can see that although population has maybe exceeded the â€Å"optimum†, there is no decrease in food supply and living standard. Moreover, concerning the aspect of population, there are actually many means of population control nowadays that weren’t there in Malthus’ time, resulting in a slowing momentum of population growth. Firstly, there is the use of birth control methods, such as condoms, contraceptive pills, and abortion. These methods are common and widely used, and also easy to access. This way, the population can be controlled through the number of births.There is also the increased education among people for safe sex, so couples will not conceive â€Å"surprise babies† and can effectively limit the number of births as well. Moreover, the status of women has changed. Women are now of a higher position than in Malthus’ time, and they will not be as likely as before have babies. This is because they have other things in mind, mostly their work, than raising a child or having a family. Migration is also made possible globally nowadays due to commu nication and technology (i. . transport), resulting in a more balanced spread of people and hence lowering the chance of a place having too few food and too many people. In conclusion, I do not agree with the statement above. It may have made sense in the time of Thomas Malthus, but it is not relevant in modern times because many things have advanced in a momentum that Malthus has not been able to predict, especially in terms of technology and gender equality. So to make it clear, I don't think the statement is correct.