Tonicity on cell membrane lab report Essay Example

Tonicity on cell membrane lab report Paper Unknown solution C showed no change to the RUB shape, it was suggested that unknown solution C was isotonic. To confirm the tonality of unknown solutions A, B and C, a potato strip was placed in 3 separate tubes containing each unknown solution. After each potato strip soaked for twenty minutes it was proven; unknown solution A was hypersonic due to the flaccidity of the potato strip. Unknown solution B proved to be hypotonic because the potato felt extremely rigid. Lastly, the potato strip soaking in unknown solution C was flexible which proved to be isotonic. From those results each unknown solution was established and allowing the determination of tonality for unknown solutions A, B and C. Introduction The cell membrane was discovered by Swiss botanist Carl Engaged and C. Cramer in 1855. 2 The cell membrane, also known as the plasma membrane is a phosphoric bilateral. Each phosphoric molecule contains a polar head, composed of a phosphate group and glycerol that is hydrophilic (water-loving) and soluble in water, as well as a monopole tail, composed of fatty acids that is hydrophobic (water-fearing) and insoluble in water. The polar heads are on he two surfaces of the lipid bilateral facing the extracurricular and intracellular environment, while the monopole tails are in the interior of the bilateral away from the water. Because the fatty acid tails cling together, phosphoric in the presence of water form a self-sealing bilateral. The most important function of the plasma membrane is to serve as a selective barrier for materials enterin g and exiting the cell. Plasma membranes have selective permeability. We will write a custom essay sample on Tonicity on cell membrane lab report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Tonicity on cell membrane lab report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Tonicity on cell membrane lab report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Gases pass through easily, water passes through via transport channels known as aspirins, ions penetrate the membrane very slowly, and larger molecules such as protein) cannot penetrate the plasma membrane without the help of transport proteins. Materials move across plasma membranes in two ways: passive and active transport. In passive transport, substances move across the membrane from an area of high concentration to an area of low concentration (down the concentration gradient) without the use of energy. In active transport the cell must use energy to push substances from areas of low concentration to areas of high concentration (against the concentration gradient). Passive transport includes osmosis, which was discovered by French botanist, Henry Trochee in 1826. 4 Osmosis is the net movement of solvent molecules across a selectively permeable membrane from an area with high concentration of solvent molecules (low concentration of solute molecules) to an area of low concentration of solvent molecules (high concentration of solute molecules). Osmosis attempts to equalize the solute concentrations on both sides. Tonality is the amount of solute in a solution. A Solute is any dissolved substance in a solution. An isotonic solutions concentration of solutes is equal to inside the cell. The solvent leaves and enters the cell at the same rate, therefore there is no et change; the cells contents are in equilibrium with the solution outside the cell wall. A hypotonic solution outside the ce ll has a concentration of solutes that is lower than inside the cell. This tonality causes the solvent to rush into the cell, forcing the cell to swell and sometimes burst (osmotic lysine). A hypersonic solution has a higher concentration of solutes than inside the cell, causing the solvent to leave the cell. Cells placed in a hypersonic solution will shrink as the solvent leaves the cells. Plant cells react differently to osmosis than animal cells. When an animal cell is placed in a hypersonic solution, water will leave the cell causing it to shrink, this is known as creation. When a plant cell is placed in a hypersonic solution the cell membrane will pull away from the cell wall, making the plant flaccid, this is known as polynomials. When an animal cell is placed in a hypotonic solution, water will rush in to the cell, causing it to swell and sometimes burst. A plant cell placed in a hypotonic solution will also swell due to water rushing in, but will resist rupturing due to the rigid cell wall. Plant cells come more rigid in a hypotonic solution. In this activity we will be observing the effects of potato slices and red blood cells being placed in varying molar levels of Niacin. Methods The materials used for the first part of the experiment comprised of the following: a microscope, 4 slides, 4 slide covers, blood samples, lancet, a sheet of paper towel, 3 test tube droppers, Solutions A, Solutions B, and Solution C. Blood samples from a volunteer within the group were used to conduct the experiment. The volunteers hands were thoroughly washed and an alcohol swab was applied to further sanitize the hands. To gather the blood samples needed, a lancet was properly placed on the forefinger and a firm pressure was applied, which activated the needle inside to spring forward and pierce through the skin. The pierced through finger was massaged to ensure sufficient amount of blood was extracted. A drop of blood was placed in each of the slides. Immediately after, 1 drop of Solution A was added to Slide 2, 1 drop of Solution B was added to Slide 3, and 1 drop of Solution C was added to Slide 4. Slide 1 served as the control, therefore, no solution drops were added to Slide 1. All 4 slides were lined up on paper towel with its corresponding labels: Control, Solution A, Solution B, and Solution C. Once all slides were prepared, the microscope was adjusted appropriately. The slide labeled Control was placed under the microscope at the lowest magnification. The microscope was further calibrated and adjusted accordingly to the higher magnification to view best results under the microscope. The team reviewed the tonality and size of the cells under the microscope and observations were noted. The next 3 slides were viewed under the microscope in the same manner as the control slide. Each slide as examined, evaluated, and analyzed by the individual team members. Observations and conclusions were drawn for each slide and solution. The following materials were prepared for the second part of the experiment: four pieces of potato sliced in identical proportions, Solution A, Solution B, and Solution C in its respective containers with corresponding labels. One potato was placed on a clean piece of paper towel and was labeled the control. The three remaining slices of potato were each placed in a Solutions container and submerged for twenty minutes. After twenty minutes, potatoes were taken UT of the solutions and placed on the paper towel. Each potato was evaluated and analyzed by the individual team members. Observations were noted and conclusions were drawn for each potato and solution. Results Image l. A drop of blood is smeared onto a glass slide, without any added solution, and then examined under a microscope. This is the Control slide, which will facilitate comparison and contrast of red blood cells in different unknown solutions. Image II. A drop of blood is smeared onto a glass slide with an Unknown Solution A and examined under the microscope. Compared to the Control, shrinkage of red blood cells is evident, which suggests creation. Image Ill. Solution B is added to a drop of blood on a glass slide, which is then evaluated under a microscope. In comparison to the Control slide, the red blood cells are swollen. Image IV. This image is displaying a drop of blood that is mixed with Unknown Solution C. Upon observation, the red blood cells maintained the same shape as our control sample. The solution equally moved in and out of each cell. Discussion Cells placed in solution A, displayed signs of creation, indicating the solution was hypersonic. The cells that were placed in solution B showed signs that they were swelling and that hemolytic taking place as well as, indicating the solution was hypotonic. Lastly, cells were placed in solution C, which maintained constant volume and pressure, identical to our control indicating the solution was isotonic. The findings were consistent with the principle behind tonality. Hypersonic solutions have a higher concentration of solutes than the cell; therefore, the cell displays water flowing out to maintain equilibrium, thus resulting in creation. On the other hand, in hypotonic solution, the extracurricular space has a lower incineration of solutes, thus enabling water to flow in, which results in cell swelling and possibly hemolytic. In a hypotonic environment, where the water moves into the cell by osmosis and causes its volume to increase to the point where the volume exceeds the membranes capacity and the cell bursts. In isotonic solution, the solute concentrations are in equilibrium so there is equal movement of water in or out of the cell. Tonality is the relative concentration of solutions that determine the direction and extent of diffusion. Cells have a certain malarial and when they are placed in a solution of different malarial, a incineration gradient forms and that creates osmotic pressure on the cells membrane. In order to maintain equilibr ium between the cell and the solution, passive transport occurs. As mentioned above, there are three levels of tonality: isotonic, hypotonic and hypersonic. We also observed strips of potatoes in the same solutions A, B and C. When the potato was placed in hypersonic solution, the cells shrunk, allowing more room to bend without breaking. In an isotonic solution, there was equal movement of water so the potato remained at the same rigidity. In a hypotonic solution, the cells became swollen and closer gather, making the potato more rigid. Conclusion Initially, this experiment was to determine the effects of tonality (Hypersonic; cells shrink, Hypotonic; cells swell, Isotonic; cells remain the same) on a cell B, C). The data collected during this experiment supported the determination of the effects of tonality, the relative concentration of solutions that determine the direction and extent of diffusion. After the initial prick of the finger a drop of blood was placed on each slide. For slides A, B and C there was one drop of the each unknown solution then the cover was placed over the blood. Immediately, there after the slide was placed under a microscope for a real naked eye view of the red blood cells. There were 4 slides in total including the control slide. What was not expected to occur was for the controlled slide to have had too much blood dropped which resulted in the cells not separating at all. It was determined that a second control slide was needed. The three slides with the unknown solution were inspected under the microscope as well. During this time it was noted whether each unknown solution mixed with the blood sample was Hypersonic, Hypotonic or Isotonic. After, completing this experiment the next step was to do the same with the potato strips. The potatoes were placed in each unknown solution for twenty minutes. It was also noted that each of the potatoes in the unknown solutions had the same reaction as the red blood cells. The potato in unknown solution A was hypersonic due to the flaccidity of the potato strip. The cells within the potato shrunk. Unknown solution B proved to be hypotonic because the potato felt extremely rigid. The cells became swollen. Unknown solution C proved to be isotonic. The potato was flexible and not too rigid or flaccid. The potato placed in solution C was the most similar to the control potato, which was not placed in any fluid.

Gettysburg Address Essays - Secretaries, , Term Papers

Gettysburg Address Of the five known manuscript copies of the Gettysburg Address, the Library of Congress has two. President Lincoln gave one of these to each of his two private secretaries, John Nicolay and John Hay. The copy on exhibit, which belonged to Nicolay, is often called the first draft because it is believed to be the earliest copy that exists. Considerable scholarly debate continues about whether the Nicolay copy is the reading copy. In 1894 Nicolay wrote that Lincoln had brought with him the first part of the speech, written in ink on Executive Mansion stationery, and that he had written the second page in pencil on lined paper before the dedication on November 19, 1863. Matching folds are still evident on the two pages shown here, suggesting it could be the copy that eyewitnesses say Lincoln took from his coat pocket and read at the ceremony. However, one of the arguments supporting the contrary theory that the delivery text has been lost is that some of the words and phrases of the Nicolay copy do not match contemporaneous accounts. The words under God, for example, are missing from the phrase that this nation [under God] shall have a new birth of freedom.... In order for the Nicolay draft to have been the reading copy, Lincoln uncharacteristically would have had to depart from his written text in several instances. This copy of the Gettysburg Address remained in John Nicolay's possession until his death in 1901, when it passed to his friend and colleague John Hay. Mythology Essays

Ideal State Essay Example

Ideal State Essay Example Ideal State Paper Ideal State Paper Eren ErkanFinal Draft 20801260 IR Phil 243/ 15 Tugce Ar? kan Essay Question: Explain Plato’s ideal state by referring to the Republic, book IV and VII. To what extent do you agree with Plato’s idea that the kings should be philosophers? Why? Why not? Concept of create an ideal state really need to long effort and time. This concept and long standing debate that how should be an ideal state is explains in Plato’s Republic book IV and VII. In Republic, Plato explains the features of an ideal state and he claims that the kings should be philosophers. He thinks to govern a state and make social harmony properly philosophers should govern the state. At this point, I will try to clarify Plato’s ideal state and why kings should be philosophers and why they are the only ones to spread justice wisdom. Main aim of ideal state should be to create a state which everybody is happy and equal. According to Plato, ‘’in establishing their city, they don’t aiming to make any one group outstandingly happy but to make the whole city so, as far as possible. They thought that we’d find justice most easily in such a city and injustice. ’(Plato, Republic, 420b) In that part Plato explains the state a big piece and he thinks there should be no differences in this piece, because if there is an unhappy or privileged groups that affects all state harmony. Then while he explains that idea Plato says everybody must do their own jobs. He means everybody should do their own duties. Plato gives an example that shows w hy all people should make their duties: ‘’ to be creating the happy city not picking out a few happy people and putting them in it, but making whole city happy. You must look to see whether by dealing with each part appropriately, we are making the whole part beautiful. Similarly, you mustn’t force us to give our guardians. We know how to clothe the farmers in purple robes, festoon them with gold jewelry, and tell them to work the land whenever they please. ’’(Plato, Republic, 420e) This quotation explains how to create social order because everybody should their own job properly. Thus, no one obstruct other ones duties and excellent social harmony and justice will be provided. As for what is necessary to create an ideal state, for Plato’s ideal state all part of society should work better. Society should be divided in to three classes namely the philosophers, the guardians and the producers. This exact division of society, needless to say, is basic foundation of the concept division of labor and in both system, to function in a healthy way, everyone should does his or her own duty. These three classes have different duties and different symbolic implications. Philosophers constitute higher class and they are law maker. Their duty is administrate the state by their knowledge. The guardians are warrior and protector of city, and they constitute middle class. Third class is producers; they are consisting of farmer and artisans. Their function is provide societies basic needs(Plato, Republic, 421b- 433a). Plato’s ideal state is that 3 classes of people made the harmony. I mean, when these classes worked like a machine, state will have peace. However, to protect these harmony Plato suggest that ‘’ city gets a good start; it will go on growing in a cycle. Good education and upbringing, when they are preserved, produce good natures, and useful natures who are turn well educated, grow up even better than their predecessors, both in their offspring and in other respect, just like other animals. ’ (Plato, Republic, 424b) He actually claims that, to protect these 3 classes harmony, we should have well educated people. If we teach and convince people to protect their status, we can reach excellent social system. In addition, according Plato, to being an ideal state, before individual should be just person, because he bel ieves to manage a state well, people should be wisdom, courage, and moderate but apart from these people should be just. In ‘’Republic’’, Plato explains his idea that way ‘’ it is necessarily follows that the individual is wise in the same way and in the same part of himself as the city. Isn’t individual courageous in the same way and in the same part of himself as the city? Moreover, he supposes that a man is just in the same way as a city. He also remembers that each one of us in whom each part is doing its own work will himself be just and do his own. ’’ (Plato, Republic, 441c) He means they are able to achieve found an ideal state if each one do its own work justly. Plato somehow considers society as a human body and he specifies each class as an organ, philosophers symbolize the brain, guardians are heart and producers symbolize the down of the body. To keep this body healthy, each part should make their duties. Therefore, justice and injustice compared with health and illness. According to Plato, ‘’ just and unjust actions are no different for the soul than healthy and unhealthy things are for the body. Healthy things produce health, unhealthy ones disease. Produce justice establish the parts of the soul in a natural relation of control, one by another. ’’(Plato, Republic, 444c) Thus, in ideal state every person should be just because, for staying healthy our city needs to just people. Thanks to just people state will become ‘’ideal’’. In ideal state, Plato has an idea that philosophers should be king because he thinks only philosophers are just and wise. In Republic book VII, wisdom and being just is explains with a metaphor that called ‘allegory of cave’. This metaphor is meant to illustrate the effects of education on the human soul. Education moves the philosopher through the stages on the divided line, and ultimately brings him to the Form of the Good. In this allegory ‘’ the effect of education and of the lack of it on our nature to an experience like human beings living in an underground, cave like dwelling which is both open to light and as wide as the cave itself. They have been there since childhood, fixed in the same place, with their necks and legs fettered’’ (Plato, Republic, 514a) It is explains that differences between wise and others because wisdom means seeing truth directly and it is not possible behind the shadows. As I am said before wisdom and justice are related concepts. To acknowledge as a wise person, s/he should be just personality. According to Plato ‘’ education isn’t what some people declare it to be, namely, putting knowledge into souls that lack it, like putting sight into blind eyes. The power to learn is present in everyone’s soul and that the instrument with which each learns is like an eye that cannot be turned around from darkness to light without turning the whole body. ’’ (Plato, Republic, 518c) this example shows that each soul has power to learn, but ducation cannot close the gap that wisdom and justice produced. Therefore, I agree with Plato’s idea that philosophers should be king because in this way state will ruled by just and wise person. In conclusion, main aim of Plato’s ideal state is create a city which everybody is happy and equal. To provide this aim Plato specifies different roles for different classes and he thinks justice is the harmony between classes namely everyon e does his or her own job, which is a necessity for society and for people to live in an appropriate way. Only by this way the society could function like a human body but the most important part the body is govern by ‘wise’ and ‘just’ people. Additionally, I think the idea of Plato that philosophers should be king is really reasonable because they are the only people who can govern the ideal state properly. They are wise than other people and they have ability to govern. Therefore, in order to have an ideal state, social harmony must be provide and philosophers should be king. Word Count: 1403

Free Essays on Feed the Starving

Feed the Starving On the issue of world hunger the two essays â€Å"Why not use food as food?† and â€Å"The Island of Plenty† present opposing arguments. In â€Å"Why not use food as food?†, George Will argues that because there is such a surplus of food in America, we should use the extra food to aid other starving countries. Johnson C. Montgomery, author of â€Å"The Island of Plenty†, argues the opposite by saying that sharing our food with other nations would only cause a depletion of our resources and the weakening of our country as a whole. Of the two essays, Will’s essay is more persuasive to the reader because though Montgomery’s arguments are more passionate, Will’s objectivity in evaluating the issue is more convincing. Will uses the three different methods of appeal, emotional, ethical, and logical, in his essay. He first uses these when he writes about a dormant limestone mine in Missouri where â€Å"the government stores so much surplus cheese, butter, and powdered milk that a visitor would be hard pressed to walk past it all in one day.† He then goes on to tell the reader about the 20 million people in African countries who will die of starvation if they do not receive food of some kind. From this standpoint, the Americans’ sharing of extra food seems both logical and ethical. After this, Will appeals to the reader’s emotions and sympathy when he describes a picture of a â€Å"child sucking from the withered breast of a woman who could be nineteen years old." On the other hand Montgomery writes, â€Å"If we try to save the starving millions today we will simply destroy what is left of our Eden.† This is an example of an either-or fallacy; a statement that contains flawed logic. He implies that if the United States helps starving people now, eventually the depletion of our nation's resources will occur. He then argues that, by helping other countries, the United States has only increased the amount of st... Free Essays on Feed the Starving Free Essays on Feed the Starving Feed the Starving On the issue of world hunger the two essays â€Å"Why not use food as food?† and â€Å"The Island of Plenty† present opposing arguments. In â€Å"Why not use food as food?†, George Will argues that because there is such a surplus of food in America, we should use the extra food to aid other starving countries. Johnson C. Montgomery, author of â€Å"The Island of Plenty†, argues the opposite by saying that sharing our food with other nations would only cause a depletion of our resources and the weakening of our country as a whole. Of the two essays, Will’s essay is more persuasive to the reader because though Montgomery’s arguments are more passionate, Will’s objectivity in evaluating the issue is more convincing. Will uses the three different methods of appeal, emotional, ethical, and logical, in his essay. He first uses these when he writes about a dormant limestone mine in Missouri where â€Å"the government stores so much surplus cheese, butter, and powdered milk that a visitor would be hard pressed to walk past it all in one day.† He then goes on to tell the reader about the 20 million people in African countries who will die of starvation if they do not receive food of some kind. From this standpoint, the Americans’ sharing of extra food seems both logical and ethical. After this, Will appeals to the reader’s emotions and sympathy when he describes a picture of a â€Å"child sucking from the withered breast of a woman who could be nineteen years old." On the other hand Montgomery writes, â€Å"If we try to save the starving millions today we will simply destroy what is left of our Eden.† This is an example of an either-or fallacy; a statement that contains flawed logic. He implies that if the United States helps starving people now, eventually the depletion of our nation's resources will occur. He then argues that, by helping other countries, the United States has only increased the amount of st...

Have alook at the ttachments Essay Example | Topics and Well Written Essays - 2000 words

Have alook at the ttachments - Essay Example Nonetheless, SMEs are defined differently from one country to another. However, most of the time, these are defined in accordance with the number of employees a business has, the turnover, and the economic scale of the business. Furthermore, electronic business (e-business or e-commerce) is defined as any type of businesses that serve or sell using the digital medium or with Information and Communication Technology (ICT). Moreover, an e-business can have three main classifications, and these are the consumer-to-consumer (C2C), the business-to-business (B2B), and the business-to-consumer (B2C) (MacGregor & Vrazalic, 2007; Khosrow-pour, 2006). In line with the globalisation, many governments suggest that SMEs incorporate e-business in order to promote advantageous economic activities (Taylor & Murphy, 2004). On the other hand, prior to integrating a business or a company with ICT, it is necessary to look over the e-economy of a country or a market. E-economy is defined by Booz, Allen, and Hamilton (2002 cited in Oliver & Sanders, 2004, p. 120) as â€Å"the dynamic system of interactions between a nation’s citizens, business, and government that capitalize upon online technology to achieve a social or economic good.† In order to guarantee readiness in the e-economy, e-readiness is being created with the following indicators: network access, network society, network economy, and network policy (Nejadirani, Behravesh, & Rasouli, 2011). Access and Usage of the ICT or Network In assessing the network, questions, such as the accessibility, the cost, and the quality of the ICT must be answered. Also, the equipment, network, and services within a given economy or market must also be determined (Nejadirani, Behravesh, & Rasouli, 2011). Furthermore, SMEs are considered as a vital part for the UK economy because almost 99% of the business enterprises in UK are SMEs with almost 60% are employed in this economy. In relation to access and usage of the network, th e most commonly used technology is the website of the company, electronic mail, and the Internet. Most of the SMEs, which had employed 10 or more staffs, had already set-up their own intranet. Also, most of these businesses had used wireless technology and electronic data interchange, which depend on the capacity and size of the SME. Furthermore, in the process of automated record-keeping of sales and orders, most of the SMEs use ICT accounting and finance activities. Moreover, the automation of business designs, enterprise resources planning, human resource management tasks, and the production control was also used by SMEs. The shift to the usage of ICT of SMEs has been due to the efficiency that the automation results to, the highly technologised competition in the market, and in order to enhance customer service and employee satisfaction (Dyerson, Harindranath, & Barnes, 2008a). Furthermore, in relation to skills needed in the usage or integration of ICT to SMEs, technical skills are not enough. The ICT department or staff must also have excellent communication skills and customer service skills. Also, the ICT staff must be capable of transferring theories into knowledge that can be sued in practice (Lowry & Turner, 2007). Network in the Society In this aspect, a

The advantages of taking challenging courses Essay

The advantages of taking challenging courses - Essay Example Doing a difficult course is neither preparation nor acceptance to failure. Even with the impending possibility of failure, Challenging course has some advantages. In this paper, I will discuss contemporary benefits of taking a difficult course Taking challenging courses helps one to get used to doing difficult things. Life is not comfortable, and the easy way out is in most cases a wrong way out. Students who are used to doing simple tasks will neither have the courage nor skill of doing most things since almost everything in life is not easy. At some point in life, one will be confronted with a difficult task that has to be done. Challenging courses despite full of struggles make the learner adept and adaptive. College education is expensive and choosing the most challenging courses allows one to get value for money. Avoidance of demanding courses may mean a student is failing to acquire crucial knowledge. Challenging courses have more exposures and engagements. If students choose a simpler cause, such great deal of learning opportunity is missed out. Challenging courses allows the learner to discover new abilities as they push their minds to the limits. Students as everybody else are restricted by their thoughts and engaging in challenging tasks enables the learner to test their capabilities. Easy courses offer a comfort zone that does not challenge the student to explore his or her ability. As much as natural courses are considered to be fun, challenging courses are adventurous, and there is beauty in it as well. Failure in one way or another is an imposter that everyone tries to avoid. When is cannot be avoided, failure may lead to demoralization and low self-esteem. Challenging courses increase the possibility of failure but in turn train the student to deal with failure. Failure, in this case, does not confine to academic endeavors but also entail possible outcome of everything one does. When a student doing a difficult course is successful,

A conversation between Obama and Gandhi Essay Example | Topics and Well Written Essays - 1500 words

A conversation between Obama and Gandhi - Essay Example The country’s military was also involved in various conflicts around the world that had been running for years with no definite end in sight. We had the Iraqi war as well as the war in Afghanistan which were by no means conventional confrontations. The war had taken a religious and ideological war that was claiming hundreds of lives on both sides due to the senseless violence that was prevailing and fueled by insurgents mainly the Taliban and Al-Qaida that were thriving due to the lawlessness and chaos that was evident. I had to find a solution that could effectively end the violence and stop any further loss of innocent lives. We have had the Palestinian issue that has been dragging on for decades due to varying view points between the Israelis and the PLO of Palestine. The violence experienced there is heart wrenching and no clear solution in sight. The various factions in Palestine and Israel are both sticking to their hard line stances on the negotiating table creating an unnecessary stalemate. The Palestinians do not recognize the state of Israel as well as Israel does not recognize their neighbor’s right to have an independent state. In short they both would be much happier if the other party is blasted to smithereens. Israel being our close ally, we have to solve the issue with their interests at the heart of our Middle East policy which makes us to appear partial on the negotiating table which only reduces the chances of achieving peace in the Middle East. I am facing another situation with the Islamic State of Iran. They are fast tracking their development of nuclear weapons .Several other countries in the globe possess such weapons namely Russia, China, France and the U.K. This is by no means a comprehensive list but this will do. What makes Iran’s nuclear project a worry to me as the president of the U.S is the fact that they have the agenda of wiping our close

Strategic management Case Study Example | Topics and Well Written Essays - 250 words - 2

Strategic management - Case Study Example Focused differentiation: Nike also pursues focused differentiation strategy where it focuses on serving the sports segment by providing the best sports products than other players in the segment. Nike serves two major market segments: footwear and apparel market segments. Nike utilized its competencies in design and marketing to penetrate new market segments. The company’s business-level strategies changed competition in the industry in that the company significantly reduced the threat of competition through acquisitions. The company resorted to purchasing other footwear companies that offered substitute products, for example, the company acquired Converse, Hurley International as well as Official Starter among others. Nike has made its products unique from those of competitors and relied on innovation for new product development. This has enabled the company to venture new markets. The company has used its competitive advantage over other competitors to stay on top of the

Writer's choice Essay Example | Topics and Well Written Essays - 500 words - 17

Writer's choice - Essay Example The short cuff gloves exposed the wrist to potential injury prompting players to start attaching specially molded plastic to the front part of their elbow pads to protect the lower part of their forearm (National Hockey League 9). Ideally, the evolution depicts the significance of plastic material in making hockey skates where plastic pads and fiberglass replaced leather shoulder and elbow pads to enhance protection. With a specific focus on the impact of plastics material on hockey sticks, pucks, skates, and safety, we can derive how plastics revolutionized ice hockey. Indeed, plastic has revolutionized traditional hockey sticks that were initially wooden via nanotechnologies that enhance the durability and speed of handling hockey sticks (Canadian Plastics Industry Association 1). Moreover, manufacturers use plastic material to make hockey pucks through modern technologies like vulcanization. Most specifically, plastic materials advanced hockey skates that initially had leather with metal blades (Canadian Plastics Industry Association 1). Unlike old skates, the modern skates have a protective plastic cowling made of a major polymer, high-end polyvinyl chloride (PVC) (Canadian Plastics Industry Association 1 ). Indeed, the PVC is dominant in covering the lower half of the hockey boot (Canadian Plastics Industry Association 1). Modern manufacturers of hockey skates rely on PVC polymer subject to its good insulation properties. Indeed, PVC can only start decomposing when the temperature exceeds 140 Â °C since it has a melting point of about 160 Â °C. Moreover, the polymer has a small linear expansion coefficient and good flame retardancy that enhances the sliding action of the skate blade and skating speed. This relates to its high hardness and good mechanical properties. Indeed, with a thermal coefficient of expansion of 80 x 10-6 and density of 1.38 g/cm3, PVC promotes the production of hockey skates that generate less

Business Description For Students Case Study Example | Topics and Well Written Essays - 750 words

Business Description For Students - Case Study Example The business will identify ways to advertise and promote customers in order to reduce competition and to be known widely. Several pricing strategies will be used to determine the price of different cars depending on size. Sales tactic will be adopted to increase the number of net sales. Being a sole proprietorship the business will be managed by the owner ,it will also employ other personnel with the required qualification they include; the manager, cashier(accountant ), cleaners and general workers there will be recruitment and training programs for the employees .employees are to be fairly paid for them to be satisfied, incentives will be used in order to motivate the workers ,the business has acquired license, permit, and bylaws to run smoothly without government interruptions. Necessary support service like banks, postal services, insurance and health services are included for easy run For business to run, various production facilities are to be purchased basing on the size and capacities required. The estimated amount of the machines start the is$ 1.3 million .the scanning machine at the entrance will be unique to ensure safety and attract customers .the, monthly labour in terms of wages and salaries is to be $50000 .the business will have various rules and regulation that will affect the business from running smoothly such as health regulation and operation time The operation cost for the business is to be$ 27500 and the working capital will total to 56000 the projected cash flow statement for the year shows the total sales for the Year to be $482580 the purchases are 1415000.

Inverse Matrix Condition Number

Inverse Matrix Condition Number Inverse Matrix and Condition No. Saswati Rakshit Contents (Jump to) Aim Scope/Applications Introduction/Basics Objective System Flow Mathematics Figure/Descriptions Future Works References Aim: Consider 2 random matrices B and C of size 8Ãâ€"8 and write a cpgm / matlab to find A to satisfy the bellow condition: If AÃâ€"B = C Prove A = CÃâ€"B-1 And repeat the pgm for matrix of size 32Ãâ€"32 and 128Ãâ€"128. Scope/Application: In many applications we require inversion of matrix. In Linear Algebra, if AÃâ€"B=C, and from B and C we can compute A where A=CÃâ€"B-1. Stimulus-Response Computations In this framework, a system is provided with an input, called a  stimulus, and the resulting response of the system is measured. Some typical examples of stimuli are visual scenes i.e. if we increase incident light’s intensity then scene’s brightness will increase. The general goal is to find a  function  that accurately describes the relation between stimulus and response. Many systems can be modeled as a linear combination of equations, and thus written as a matrix equation: [Interactions]{response}= {stimuli} The system response can thus be found using the matrix inverse. Sometimes in image processing application if we have noisy image matrix and if we know what the noise matrix was added we can find the clear image by multiplying noisy image matrix with inverted noise matrix. Intro/Basics: We have considered two 8Ãâ€"8 matrices B and C. We suppose AÃâ€"B = C. Now by performing matrix multiplication on A and B we get C. Now we have to compute A from B and C. So AÃâ€"B = C and we have to proof A = CÃâ€"B-1. It is conceptually easy to compute AÃâ€"B = C and to find A = CB-1 for 2 dimensional matrices. But for large dimensional matrices it is not possible to easily compute because there is some round off errors in A which is the result of B-1 related to B’s condition number. Thecondition numberof a function with respect to an argument measures how much the output value of the function can change for a small change in the input argument. The condition number of a regular (square) matrix is the product of the norm of the matrix and the norm of its inverse and hence depends on the kind of matrix-norm. Condition number of a square nonsingular (invertible) matrix A is defined by: cond () = |||| ·|||| where the || ·|| above could be any of the norms defined for matrices. The numerical value of the condition number of an nÃâ€"n matrix depends on the particular norm used .The norm of a square matrix A is a non-negative real number denoted by ||A||. These matrix norms have the following properties: 1. ||A|| à ¯Ã¢â€š ¬Ã‚ ¾Ãƒ ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã¢â€š ¬Ã‚ ° if A ≠  0 2. ||à ¯Ã‚ Ã‚ §A|| à ¯Ã¢â€š ¬Ã‚ ½Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ §Ãƒ ¯Ã‚ Ã‚ ¼Ã‚ ·Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼A|| for any scalar value à ¯Ã‚ Ã‚ §Ãƒ ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã¢â€š ¬Ã‚   à ¯Ã¢â€š ¬Ã‚ ³Ãƒ ¯Ã¢â€š ¬Ã‚ ®Ãƒ ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼A|| à ¯Ã¢â€š ¬Ã‚ «Ãƒ ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼B|| ≠¤ à ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼A|| à ¯Ã¢â€š ¬Ã‚ «Ãƒ ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼B||à ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã¢â€š ¬Ã‚   à ¯Ã¢â€š ¬Ã‚ ´Ãƒ ¯Ã¢â€š ¬Ã‚ ®Ãƒ ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼AB|| ≠¤ à ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼A|| ·Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼B||à ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã¢â€š ¬Ã‚   à ¯Ã¢â€š ¬Ã‚ µÃƒ ¯Ã¢â€š ¬Ã‚ ®Ãƒ ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼Ax|| ≠¤ à ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼A|| ·Ãƒ ¯Ã‚ Ã‚ ¼Ãƒ ¯Ã‚ Ã‚ ¼||à ¯Ã¢â€š ¬Ã‚  Ãƒ ¯Ã¢â€š ¬Ã‚  for any vector The norm of a matrix is a measure of how large its elements are. It is a way of determining the â€Å"size† of a matrix that is not necessarily related to how many rows or columns the matrix has. Three commonly used norms are: 1. The 1-norm: = This is the maximum absolute column sum where simply we sum the absolute values down each column and then take the biggest answer. 2. The inifinity-norm: = This is the maximum absolute row sum where simply we sum the absolute values along each row and then take the biggest answer. 3. The Euclidean norm: = This is the square root of the sum of all the squares. However, regardless of the norm, this condition number is always greater or equal to 1. If it is close to one, the matrix is well conditioned which means its inverse can be computed with good accuracy. If the condition number is large, then the matrix is said to be ill-conditioned. Practically, such a matrix is almost singular (not invertible), and the computation of its inverse or solution of a linear system of equations is prone to large numerical errors. A matrix that is not invertible has the condition number equal to infinity. Mathematically, if the condition number is less than ∞, the matrix is invertible. Numerically, there are roundoff errors which occur. A high condition number means that the matrix is almost non-invertible. The higher the condition number, the greater is the error in the calculation. This condition number helps to estimate how difficult a matrix will be to numerically invert. This condition number has certain properties: 1. For any matrix A, cond (A) ≠¥Ãƒ ¯Ã¢â€š ¬Ã‚  1 2. For identity matrix, cond (I) = 1 3. For any matrix A and scalar à ¯Ã‚ Ã‚ §, cond à ¯Ã¢â€š ¬Ã‚ ¨Ãƒ ¯Ã‚ Ã‚ §Ãƒ ¯Ã¢â€š ¬Ã‚  A) = cond (A) 4. For any diagonal matrix D = Diag(di), cond (D) = (max |di|)/(min|di|) A matrix A is ill-conditioned if relatively small changes in the input (in the matrix A) can cause large change in the output (the solution of Ax = b), i.e. the solution is not very accurate if input is rounded. Otherwise it is well-conditioned. If a matrix is ill-conditioned, then a small roundoff error can have a drastic effect on the output. However, if the matrix is well-conditioned, then the computerized solution is quite accurate. Thus the accuracy of the solution depends on the conditioning number of the matrix. Objective: To know how to determine the matrix inverse in an efficient manner. If AÃâ€"B=C and we have to prove A=CÃâ€"B-1 where A, B and C are nÃâ€"n matrices (n = 8, 32, 128) and find out the condition number of matrix using norms and finding accuracy. System flow: Steps performed: 1. Taking two matrices B and C of order 8Ãâ€"8. 2. Performing Matrix multiplication and result is stored in matrix A (performed using C Code) 3. Now calculate B-1 (performed using C Code) 4. Now again multiplying C and B-1. We get result matrix which is not accurate. 5. We need to calculate norms and condition number of a matrix (B) so we need to find norms of B and B-1. We can calculate norms in different way. Here we have used most popularly used 3 types of norms to calculate condition number of that matrix (B) which we need to get in inverse form. The norms are: 1-norm = Infinity-norm = iii) Euclidean norm = 6. Now we use norms to find condition number of matrix B by using formula cond (B) = |||| ·|||| Flow Diagram yes no Math For 22 Matrix First we consider a 22 matrix such that A= B= So by multiplying A and B we ge a 22 matrix C = Now We need to prove A=CB-1 So we need to find B-1 B-1 = 0.800 -0.200 -0.600 0.400 So now by doing CxB-1 = =A (proved) Before finding B-1 we can calculate condition number of B for the correctness of above proof, As we know cond (B) = |||| ·|||| Condition number using the 1-norm and inifinity-norm: Formula used Row Sum taking absolute values B = 2 13 3 47 Column sum 5 5 (taking absolute values) (max) Row sum B-1 = 0.800 -0.200 1.000 -0.600 0.400 1.000 Col Sum 1.4 .6 Applying 1-Norm = = maximum absolute column sum = 5, 1 = 1.4, So, cond1 (B) =  ·1 = 5Ãâ€"1.4= 7 Applying infinity-norm = = max absolute row sum = 7, ∞ = 1 So, cond∞ (B) =  ·Ã¢Ë†Å¾ = 7 Like this way we have also found condition number using the Euclidean norm which is = =5.47 = 1.095 CondE (B) =  ·E = 5.82 Here cond(B) is low in all cases.so we successfully get A =C. Because of low condition number of B,the inverse of B is acceptable. For 88 Matrix A = 1 2 3 4 1 2 2 1 2 3 1 4 3 4 2 1 4 1 3 2 3 3 1 2 2 2 1 4 2 2 2 1 3 2 1 4 3 1 2 1 1 1 2 3 1 2 2 1 1 2 1 2 1 2 1 2 2 2 3 3 2 1 2 2 B= 4 1 3 2 3 3 1 2 2 3 1 4 3 4 2 1 2 2 1 4 2 2 2 1 1 1 2 3 1 2 2 1 2 2 3 3 2 1 2 2 1 2 3 4 1 2 2 1 1 2 1 2 1 2 1 2 3 3 1 3 2 3 1 1 C=AÃâ€"B=27 30 28 52 27 37 28 20 35 38 42 64 35 46 35 27 42 35 41 59 37 43 31 27 29 29 32 49 28 37 27 22 34 30 35 50 32 39 28 25 22 24 24 41 21 29 22 17 23 25 22 39 22 30 20 15 34 33 30 53 32 40 28 23 B-1= -0.016 -0.429 0.063 0.524 0.063 -0.397 -0.222 0.587 -0.365 0.143 -0.540 0.048 0.460 -0.127 -0.111 0.508 0.095 0.071 -0.381 -0.143 0.119 0.381 -0.167 -0.024 0.270 -0.214 0.921 -0.905 -0.579 0.746 0.278 -0.484 0.206 0.571 0.175 -0.810 0.175 0.159 -0.111 -0.635 0.079 0.143 -0.317 0.381 -0.317 -0.016 0.111 0.063 -0.571 0.071 -0.714 1.857 0.786 -1.286 -0.500 0.643 0.159 -0.214 0.365 -0.238 -0.135 -0.032 0.722 -0.373 A=CÃâ€"B-1 =0.995 1.983 3.029 3.987 1.029 1.984 2.006 0.979 1.992 2.975 1.035 3.983 3.035 3.980 2.005 0.972 3.989 0.971 3.029 1.984 3.029 2.981 1.006 1.970 1.993 1.980 1.027 3.987 2.027 1.984 2.004 0.977 2.991 1.976 1.027 3.986 3.027 0.983 2.004 0.974 0.996 0.986 2.022 2.990 1.022 1.987 2.004 0.983 0.994 1.986 1.021 1.991 1.021 1.988 1.005 1.982 1.992 1.979 3.028 2.987 2.028 0.983 2.007 1.975 Relative Error for A11=(1-.995)=.005,A12= 0.017 and so on When we perform CÃâ€" B-1, we do not get original value of A because of B-1. If B-1 is not accurate we will not get accurate A. To get accuracy of A-1 we need to find condition number of B. As we know cond (B) = |||| ·|||| Condition number using the 1-norm and inifinity-norm: Formula used Row Sum taking absolute values B = 4 1 3 2 3 3 1 2 19 2 3 1 4 3 4 2 1 20 (max) 2 2 1 4 2 2 2 1 16 1 1 2 3 1 2 2 1 13 2 2 3 3 2 1 2 2 18 1 2 3 4 1 2 2 1 16 1 2 1 2 1 2 1 2 12 3 3 1 3 2 3 1 1 17 Column sum 16 16 15 25 16 19 13 11 (taking absolute values) (max) B-1 = For B-1, Row sum (max) taking absolute values = 6.428 (7th row) and column sum(max) taking absolute values = 4.906 (4th column) Applying 1-Norm = = maximum absolute column sum = 25, 1 = 4.906, So, cond1 (B) =  ·1 = 25Ãâ€"4.906 = 122.65 Applying infinity-norm = = max absolute row sum = 20, ∞ = 6.428 So, cond∞ (B) =  ·Ã¢Ë†Å¾ = 20Ãâ€"6.428 = 128.56. Like this way we have also found condition number using the Euclidean norm which is = 17.83. So here we can say that as the condition number of matrix B is high for all three cases, therefore the inverse of this matrix is showing numerical roundoff errors. Concept of Relative Error and Condition Number assume A is nonsingular and Ax = b if we change b to b + à ¢Ã‹â€ Ã¢â‚¬  b, the new solution is x + à ¢Ã‹â€ Ã¢â‚¬  x with A(x + à ¢Ã‹â€ Ã¢â‚¬  x) = b + à ¢Ã‹â€ Ã¢â‚¬  b the change in x is à ¢Ã‹â€ Ã¢â‚¬  x = A-1à ¢Ã‹â€ Ã¢â‚¬  b ‘condition’ of the solution †¢ the equations are well-conditioned if small à ¢Ã‹â€ Ã¢â‚¬  b results in small à ¢Ã‹â€ Ã¢â‚¬  x †¢ the equations are ill-conditioned if small à ¢Ã‹â€ Ã¢â‚¬  b can result in large à ¢Ã‹â€ Ã¢â‚¬  x [Singular matrix:A square matrix is called singular matrix if it’s determinant is zero.i.e. a singular matrix is not invertible] Example: Consider the linear system Ax = b with So = So here we easily find x= Now ,we change a small in b.let change in b is à ¢Ã‹â€ Ã¢â‚¬  b= So changed value= and solving the system A = we get =A= where x= changed to = due to small change in b. Now to calculate least condition number of the system we need to find Relative Error in the output and relative error in the input. Here we have relative error in the input/relative residual. = 0.01 Relative Error in the output =1 As we know, If condition number is closed to 1 then relative error and relative residual will be close. The condition number is defined by: Relative error in the output =Condition number Ãâ€" Relative error in the input. So,condition number= 1/.01=100 A matrix has high condition number is related to the fact that A is close to the singular matrix B= The following result shows that 1/cond(A) indicates how close A is to a singular matrix.Here cond(A) is 100 so, 1/cond(A)=.01 which is close enough. Description: The condition number associated with the  linear equation  Ax=bgives a bound on how inaccurate the solutionxwill be after approximation. This is before the effects of  round-off error  are taken into account; conditioning is a property of the matrix. Weshould think of the condition number as being the rate at which the solution,x, will change with respect to a change inb. Thus, if the condition number is large, even a small error inbmay cause a large error inx. On the other hand, if the condition number is small then the error inxwill not be much bigger than the error inb. The condition number may also be infinite, but this implies that the problem does not possess a unique, well-defined solution for each choice of data that is, the matrix is not invertible, and no algorithm can be expected to reliably find a solution. For large dimensional matrix such as for 3232 and 128128, the condition number is high and so inverse of that large dimensional matrix will give much error in output. Codes and Output Matrix multiplication int main() { int m, n, p, q, c, d, k, sum = 0; int A[10][10], B[10][10], C[10][10]; printf(Enter rows and columns of An); scanf(%d%d, m, n); printf(Enter the elements of An); for (c = 0; c for (d = 0; d scanf(%d, A[c][d]); printf(Enter rows and columns of Bn); scanf(%d%d, p, q); printf(Enter the elements of Bn); for (c = 0; c for (d = 0; d scanf(%d, B[c][d]); for (c = 0; c for (d = 0; d for (k = 0; k sum = sum + A[c][k]*B[k][d]; } C[c][d] = sum; sum = 0; } } for (c = 0; c for (d = 0; d printf(%dt, C[c][d]); printf(n); } getch(); } Matrix inverse #include #include int main() { float a[10][10],b[10][10],tem=0,temp=0,temp1=0,temp2=0,temp4=0,temp5=0; int n=0,m=0,i=0,j=0,p=0,q=0; printf(Enter size of 2d array(Square matrix) : ); scanf(%d,n); for(i=0;i { for(j=0;j { printf(Enter element no. %d %d :,i,j); scanf(%f,a[i][j]); if(i==j) b[i][j]=1; else b[i][j]=0; } } for(i=0;i { temp=a[i][i]; if(temp temp=temp*(-1); p=i; for(j=i+1;j { if(a[j][i] tem=a[j][i]*(-1); else tem=a[j][i]; if(temp temp=temp*(-1); if(tem>temp) { p=j; temp=a[j][i]; } } //row exchange in both the matrix for(j=0;j { temp1=a[i][j]; a[i][j]=a[p][j]; a[p][j]=temp1; temp2=b[i][j]; b[i][j]=b[p][j]; b[p][j]=temp2; } //dividing the row by a[i][i] temp4=a[i][i]; for(j=0;j { a[i][j]=(float)a[i][j]/temp4; b[i][j]=(float)b[i][j]/temp4; } //making other elements 0 in order to make the matrix a[][] an indentity matrix and obtaining a inverse b[][] matrix for(q=0;q { if(q==i) continue; temp5=a[q][i]; for(j=0;j { a[q][j]=a[q][j]-(temp5*a[i][j]); b[q][j]=b[q][j]-(temp5*b[i][j]); } } } printf(nnn); printf(Inverse of the matrix using Guass jordan elimination method:nn); for(i=0;i { for(j=0;j { printf(%.3f,b[i][j]); } printf(n); } getch(); } Matrix Condition Number #include #include int main() { int i,j,n,p,x=0,m=0,q,z=0,i1,j1; float Cond_A,poo,a[5][5],b[5],c[5],A[50][50],B[50][50],k[50],l[50]; printf(n n); printf(Program to find condition number of a matrix using infinity-norm); printf(n nn); printf(Enter rows and columns of An); scanf(%d%d, m, n); printf(Enter the elements of An); for (i = 0; i for (j = 0; j scanf(%f, A[i][j]); for(i=0;i { b[x]=0;c[x]=0; for(j=0;j { b[x]=b[x]+A[i][j]; } ++x; } for(i=0;i //FINDING LARGEST { if(b[i]>m) m=b[i]; } printf(largest row sum is %d,m); printf(nnEnter rows and columns of inv[A]n); scanf(%d%d, p, q); printf(Enter the elements of [A]n); for (i1 = 0; i1 for (j1 = 0; j1 scanf(%f, B[i1][j1]); for(i1=0;i1 { k[z]=0;l[z]=0; for(j1=0;j1 { k[z]=k[z]+B[i1][j1]; } ++z; } poo = k[0]; for(i1=1;i1 //FINDING LARGEST { if(k[i1]>poo) poo=k[i1]; } printf(largest row sum is %f,poo); Cond_A=m*poo; printf(nnCondition number of A is %f,Cond_A); //return 0; getch(); } Future works: If we work with a foggy image matrix(C) and we know the fog matrix(B) added to that image and the relation AÃâ€"B = C exist we will know whether it is possible to get the clear image matrix(A) by doing CÃâ€"B-1 calculating condition number of matrix B. If the condition number of matrix B is high then it is not possible to get accurate A from CÃâ€"B-1 as roundoff errors will increase. References: Matrix Inverse and Condition, Berlin Chen, Department of Computer Science Information Engineering, National Taiwan Normal University. Inversion error, condition number, and approximate inverses of uncertain matrices,  Laurent El Ghaoui, Department of Electrical Engineering and Computer Science,  University of California at Berkeley, Berkeley, CA 94720, USA. faculty.nps.edu/rgera/MA3042/2009/ch7.4.pdf www.rejonesconsulting.com/CS210_lect07.pdf http://teal.gmu.edu/ececourses/ece699/notes/note4.html Weisstein, Eric W. Matrix Norm. From MathWorldA Wolfram Web Resource. http://mathworld.wolfram.com/MatrixNorm.html

Leadership In The Dead Poets Society English Literature Essay

Leadership In The Dead Poets Society English Literature Essay For this leadership report, we have chosen the movie  «Ã‚  Dead Poets Society  Ã‚ ». This movie was awarded for the best scenario in 1989 and was a great international success. We have selected this movie for different reasons that we will explain below. First, some members of our work group were teenagers when the movie was released. At that time, in some way, they identified themselves to the characters of the movie who are also teenagers. Carpe Diem had become a very popular concept in French schools because teenagers were concerned by the vision of life presented in the movie. The youngest members of our work group saw the movie for the first time a few years ago and were also impressed by the originality of the scenario. Moreover, we think that this movie covers many leadership aspects: each main character has his own type of leadership and there are interesting interactions and influences between the characters to speak about. For us, this movie has been like a leadership laboratory where to continue to learn from. We would like to point out that we have analysed leadership in this movie taking into account that the story takes place in 1959, that is to say at a time when educational standards were different from todays. In this respect, the behaviours of the adults like Mr Nolan (Director of the School) and Mr Perry (students father) sometimes may have appeared to us abusive, but at that time it was probably more common than today. The  «Ã‚  Dead Poets Society  Ã‚ » can be summarised as follow: In 1959, John Keating, an unconventional English literature teacher, has newly arrived at Welton Academy. This school is known for its prestigious teaching but also, and not the least, its rough and strict education. For the students, Mr Keating will be much more than a teacher: he will be their guide. He will teach them what cannot be learnt from books: speak up their mind, make their own choice of life, and in the end become free spirits. He will deeply influence his students especially Todd and Neil. Here is below a diagram that we have drawn up in order to represent the different characters and the influences they have on each others. This report will be divided in three different sections. First, we will focus on Mr Nolan, Director of Welton, and Mr Perry, Neils father, as they both appear as strong authority figures in the movie. In a second part, we will present Mr Keatings personality and leadership as an alternative to the authority figures. In a last part, we will focus on the personality and leadership of three other main characters that are students: Charlie Dalton, Neil Perry and Todd Anderson. We will then conclude this report by an open discussion on some particular aspects of leadership. Authority figures Mr Nolan Mr Nolans personality and relationships with the students Mr Nolan is the Director of Welton. His mindset is based on the Four Pillars of Welton which are tradition, honour, discipline and excellence. He truly believes in these values and is programmed to execute them. He wants the values of the school to be strictly regarded by the students. They all must know the four Pillars and adhere to them. As we will see in the following paragraph, his personality is authoritarian and his leadership can be qualified as traditional and conservative. At the beginning of the movie, his speech as part of the Welton welcoming ceremony reflects his mindset: he has a formal, solemn and very rigid attitude. He represents the prestigious Welton School and has a mission: prepare boys for college. It is his vision as a leader. During the ceremony, we can see pride on his face, particularly when he announces: Last year we graduated 51. And more than 75% of those went on to the Ivy League. (03:10) Both Mr Nolan and the ceremony he leads are traditionalist and conservative. We immediately understand that there is no place for imagination, innovation and creativity in this school. Later on, when he meets some of the students at the end of the ceremony, we can see how important excellence is for him and how he subtly puts pressure on the boys: Mr Nolan to Todd: You have some big shoes to fill. Your brother was one of our finest (04:42) Mr Nolan to Neil : We expect great things from you this year (04:50) The major trait of his personality is authority. His authority shows up very clearly in the middle of movie (01:12:06) when he arrives in the teachers room. He is very irritated due to an article that was written in the Welton Honour (school journal) that he qualifies as profane. This word profane that he uses is very strong. He wants strict sanctions to punish the ones that have written this article. He is also very suspicious. He has full power in the school and he is sure to find the guilty persons shortly. He expects a denunciation. His aim is to track down the ones that have dared to disregard the rules and the principles of the school and, in the end, defied his authority. Mr Nolan uses repression to serve the schools values which illustrates some dictatorial behaviour. Mr Nolan uses corporal punishment as a leadership tool. For instance he beats Charlie Dalton who is the boy who had written the article and then had dared to challenge him in public. Mr Nolans relationship with Mr Keating Mr Nolan is suspicious towards Mr Keating and discreetly observes him while he is teaching outdoor (01:03:06). The dialogues between Mr Nolan and Mr Keating look like a cordial confrontation as we will explain below. Mr Nolan says to Mr Keating that he is older, has more experience, knows what education is and that he was teaching English as well  «Ã‚  (à ¢Ã¢â€š ¬Ã‚ ¦) long before your time  Ã‚ » (01:15:25), which shows that he expects respect from Mr Keating. Mr Nolan is imposing his vision of education on Mr Keating who is new in the school. Mr Nolan uses the word  «Ã‚  unortodox  Ã‚ » to qualify Mr Keatings methods. Mr Keating does not seem impressed and is both polite and sarcastic when he answers to Mr Nolan: Well, your reprimand made quite an impression, Im sure (01:16:09). Mr Nolan is not dupe and changes tactics towards Mr Keating asking him more concrete questions on his class. Mr Keating explains his own vision of education and life. Mr Nolan is then able now to openly criticize Mr Keatings methods. Here follows a portion of the dialogue between the two characters illustrating the above: Keating: I have always thought the idea of education was to learn to think for yourself   (01:16:30). Nolan: At this boys age? Not on your life! Tradition, John. Discipline. Prepare them for college and the rest will take care of itself.  . This dialogue clearly shows that none can dispute Mr Nolans views on education at Welton. This discloses an autocratic leadership from Mr Nolan. All teachers must have the same vision. Mr Nolans behaviour shows some aspects of the transactional leadership model that we saw in class: when people have agreed to do a job, a part of the deal is that they cede all authority to their manager. That is what he wants Mr Keating to understand. Moreover, it is obvious for Mr Nolan that the prime purpose of a subordinate is to do what their manager tells them to do. There is no possible discussion. Mr Nolans leadership and honour After Neils death, Mr Nolan keeps his self-control. He wants to put a final point to this incident by finding an ideal guilty person. Such a serious incident must not soil his honour and the prestigious image of Welton. A guilty person responsible for this tragic event must be found. This will exonerate Welton. Mr Keating is for Mr Nolan the perfect scapegoat as his methods and way of thinking are too different from the schools principles. All over the film, Mr Nolan is still the same: authoritarian and dictatorial: He does not tolerate to be challenged. He cannot stand  «Ã‚  thinking different  Ã‚ ». There is no change from the start to the end of the movie. He steers a course and his objective his clear: to be Weltons servant and keep it in traditionalism and austerity to preserve its prestige. Mr Perry Mr Perry is Neils father. As we will see below, he can also be regarded as a strong authority figure. Mr Perry is a very strict man. He has a rigid behaviour both in his own way of life and in the way he educates his son. The way he wears, the severity of his face (when he is angry at his son) and some details like the way he carefully aligns his slippers on the ground when he goes to bed at the end of the move (1:38:27), reflect his mindset. His conception of life is based on strict order, discipline and planning. On the one hand, Mr Perry is very authoritarian with Neil: You do what I tell you, is that clear? (08:09) He commends Neil: I have spoken to Mr Nolan, youre taking too many extracurricular activities this semester. I have decided you must drop the annual school. (07:31) On the other hand, Mr Perry becomes gentler with his son only when Neil agrees with him If you need anything, let us know. In that way, Mr Perrys leadership towards Neil has some patterns of the transactional leadership: he has full authority on his son and Neil just has to obey him. If Neil obeys, his father offers him his support, if not, he is punished. More than authoritarian, the leaderships style of Mr Perry is dictatorial: Mr Perry does not listen to his son and imposes his own views to Neil without asking him his advice. He is uncompromising. For instance, he says to his son: Tomorrow, I am withdrawing you from Welton and enrolling you in Braden Military School. You are going to Harvard and youre gonna be a doctor. (1:36:20) Mr Perry does not understand his son. For instance, he says: You have wasted your time with this absurd acting business (1:18:52). It is like if Mr Perry and Neil were not speaking the same language: Mr Perrys language is based on reason and Neils language is based on passion. Mr Perry also behaves as if he was himself persecuted by his son why is it that you insist on defying us (1:36:10). For instance, he also says dont ever dispute me in public, do you understand (07:59). He uses blackmail you know how much this means to your mother, dont you (08:15). He wants his child to do the studies and have the carrier that he would have liked for himself I have made many sacrifices to get you here and you will not let me down (1:20:07). You have opportunities that I never even dreamt of and I am not going to let you waste them (1:36:41). The result of Mr Perrys leadership is that communication with his son is impossible. His son cannot see any exit to the situation, except suicide. An alternative to the authority figures: Mr John Keating A leader must have the courage to act against an experts advice. James Callaghan : thats what Mr. Keating does. He goes against the schools rules. John Keatings leadership has two sides: a charismatic one and also a visionary and entrepreneurial one. Charismatic leadership Charisma is a sparkle in people that money cant buy. Its an invisible energy with visible effects. Marianne Williamson John Keatings leadership is mostly based on his personality. He is dynamic, enthusiastic, very dedicated to his students and very excited about schooling. The least we can say is that he is a very eccentric teacher that contrasts with the schools strict atmosphere. He makes a strong impression on his first day of class. The first scene when he meets the students for the first time is very important for the future relation he will have with them. They are all expecting a strict work atmosphere and teacher, but instead of that John Keating gets in the classroom whistling. The way the students are staring at each others shows how surprised they are by John Keatings casual manner and apparent lack of concern. He is the master of orchestra, trying to get the best of everyone. He can be seen as a guide, a spiritual leader who is providing an alternative way of learning, usually a funnier one. He makes the students realize they are the actors of their own destiny and that they have to choose their path. He pushes the students to go find answers by themselves using words as find your own walk, strive to find your own voice, free up your mind ,dare to strike out and fine new ground (1:02:39). He seems to have a halo over his students, like a preacher. He believes in them and the students believe in him. Mr Keatings aim is that the students get more confidence in themselves and dare go further taking initiatives. The movies tagline He was their inspiration. He made their lives extraordinary also very well illustrates the charismatic leadership of Mr Keating. Entrepreneurs and visionary leadership Leadership is the capacity and will to rally men and women to a common purpose and the character which inspires confidence. Bernard Montgomery He is an entrepreneur: he has the guts to do things differently, to take initiatives. He is a risk taker. Indeed, instead of following 100 years of conventional education like his predecessors have done, he chooses an alternative: teach the students how to become free men and seize the day. He teaches in unconventional ways. For example, the first lesson is done outside the classroom. Mr Keating makes it like a game, more tempting and dynamic. Here is below a sample of the dialogue between Mr Keating and one of the students illustrating the above: Mr Keating: Why the author does use these lines? A student: Because hes in a hurry Mr Keating: No! Ding! Thank you for playing anyway! (13:57) Later on, he asks the students to rip out the pages of a literature book, which is unbelievable for the students. Doing this, Mr Keating wants to teach them that what is written in books is not always right and that they must think by themselves as free men. Mr Keatings relationship with the students Tell me, I will forget. Show me, I may remember. Involve me, I will understand. Chinese Proverb Mr Keating has a special way of teaching: he involves his students. Indeed, he has a strong conviction and belief that his students could do and be the best. He feels he has to fulfil a mission: to take to them far away, the further they can go. He just has to show them the way, which explains why he has a special bond with the students. The relation is based on trust, more than a teacher/ student relationship. The fact that the students are keen to follow him and play his game shows that he has succeeded in making this vision come true. As an alumni of this school, he, better than anyone else, knows what it is like to be in their position. We can assume that it is why he is trying to be different and wants his lessons to help the students in real life. He is a sensible and intuitive man: since the beginning, he is able to detect his students personality. He is very fast in getting the flaws of his students. He understands them and acts to help them develop their skills. This can be noticed in his behaviour with Todd. He sees that Todd needs some help. He detects Todds fear and takes actions to make Todd go beyond it: Mr Keating à ¢Ã¢â€š ¬Ã‚ ¦ I would kike you to compose a poem of your own, an original work. (Hes leaving the class and comes back a few seconds later) Mr Anderson. Dont think that I dont know that this assignment scares the hell out of you, you mole. (42:28) The limits of Mr Keatings leadership However, an unexpected event will put an end to Mr Keatings methods: the suicide of one of the students, Neil. Mr Keating is held responsible for Neils death by the Management of the school and is then dismissed. Mr Keatings objectives were to develop the students. However, he has had no control over them and their actions. He has proposed an appealing alternative of learning, but has not cleared up the negative possible consequences. We can think that he has been too idealist and that he has brought with him too many big changes in an organization whose values and objectives were totally different from his. For this reason, we can assume that Mr Keatings leadership was expected to probably fail one day or another. Portrait of three different leaders among the students Charlie Dalton Where he comes from Charlie evolves in the same religious school environment as his friends. This environment is very authoritarian. It is based on rules and habits that must be respected. We know that Charlie comes from a wealthy family and that his father is a banker. Charlies personality Charlie has a strong personality. He likes provocation and is sometimes a rebel. He is also the funny guy of the group. He is a happy-go-lucky person and can reveal himself thoughtless of the consequences of his actions. All over the film, there are examples showing his rebel side. We can see this trait of his personality very clearly when he announces to his friends that he has released an illegal article in the school journal. In this article, he pleaded for the admission of girls at Welton, which is by nature an insult to the Management of the school. Charlie does not see the consequences of his act, but his friends do. Following the release of this article, the Director of the School, Mr Nolan wants to find the guilty person and for this purpose he organizes a meeting with all the students. At the meeting, Charlie follows up his idea and defies the authority of Mr Nolan, pretending that he is receiving a call from God asking for the admission of girls:  «Ã‚  Welton Academy Hello  !   Yes, he is. Just a moment. Mr Nolan, its for you. Its God! Hey says we should have girls at Welton (1:13:07). He is also very proud. The scene that best shows his pride is just after he was kicked out by Mr Nolan as a punishment for the release of the article in the journal. As he is talking with his friends, he does not admit that he got hurt, but raises his head and reminds his friends of his warriors nickname Nuwanda (1:15:15). Charlie likes his new teacher, Mr Keating, not only because of his original vision of poetry, but also because Mr Keatings teaching methods make him free to experiment daring innovations. Charlie likes to experiment freedom. This is what we can see in the scene where Mr Keating asks the boys to walk in line. Charlie decides not to do the exercise saying to Mr Keating that he is Exercising the right not to walk (1:02:58). Mr Keating accepts Charlies position as he is precisely teaching the boys how to become free men. Charlies leadership At the beginning of the film, Charlie appears as a natural leader due to his personal traits: his is extravert, self-confident and impulsive. He has a sense of humour that the others appreciate. Because of his strong personality, his is the one that is noticed first in the group. He is the one who makes initiatives in the group. For instance, he is the first to hear Mr Keating and rip out the page of the poetry book: Mr Keating: Go on. Rip out the entire page. You heard me. Rip it outà ¢Ã¢â€š ¬Ã‚ ¦Thank you, Mr Dalton (22:15). He also chooses his own nickname Nuwanda (1:05:50) as if he was an Indian warrior. He is the only one in the group to do that and the others seem to admire him for his creativity. This shows that he also has some charisma. Charlies strong personality remains constant all over the movie, but does not match with the austere and strict rules of the school. However, Mr Keatings class and methods allow Charlie to express himself more freely. Time after time, Charlies leadership over the group is getting less important because of Neils leadership that is showing up and growing. For instance, when Mr Keating asks the boys to stand up on the tables, Charlie is not the first to go, but Neil is. We can say that Charlie does not remain a strong leader in the students group because his friends do not always understand and agree on his behaviours. Charlie acts on his own without consulting his friends. The result is that Charlie appears as uncontrollable and as someone who can put himself and his friends in danger (he released an illegal article in the journal). Charlie has then not kept the others confidence and cannot be considered by the others as their leader. Neil Perry Neils personality Neil is also a student at Welton and is one of most important characters in the movie. He lives in an authoritarian and respectful environment not only at Welton but also at home. He is expected to be compliant with strict and heavy rules and obey the strong authority of his father and school. Like all the students at Welton, he is supposed to follow a detailed order built around the four values of Welton: discipline, excellence, tradition and honor. Neil is an enthusiastic and a dynamic boy. He is the initiator of the re-launch of the Dead Poets Society. Judging by the way he acts and talks, he is very determined and self confident. For instance, a lot of his sentences begin with I want. His excitement and passion show up very well when he decides to follow his vocation: drama. In the movie, we can see that Neils personality has three different sides. Each of these sides appears depending on his circle of acquaintances: Neil appears as submissive to his fathers authority, he is more like a leader in his own group and finally he has a special bond with Mr Keating. Neils relationship with his father Neils personality weakens in front of his father, who represents the family authority: Neil seems to become compliant and passive. He does not dare to face him up, or to tell him that he wants a path different from what his father expects. He has a whole life planned by his father. His fathers authority overwhelms Neil and Neil cannot fight with him, but only express his agreement. Here are two examples of his apparent obedience to his father: 1. Mr Perry: Youre taking too many extracurricular activities this semester, and Ive decided that you should drop the school annual [à ¢Ã¢â€š ¬Ã‚ ¦] Mr Perry: [..]. Dont you ever dispute me in public. Do you understand? Neil: Father, I wasnt disputing Mr Perry: After youve finished medical school and youre on your own, then you can do as you damn well please. But until then, you do as I tell you. Is it clear? Neil: Yes, Sir. Im sorry. (7:23) 2. Mr Perry : Dont you dare talk back to me. Its bad enough that youve wasted your time with this, this absurd acting business, but you deliberately deceived me. How did you expect to get away with this? Answer me. Who put you up to it? Was it this new man? Keating? However, we have noticed that there is a big difference between what he says to his father and the way he acts. Indeed, although it is difficult for Neil to tell his father what he wants for himself, he does not hesitate to write a false letter usurping his fathers signature in order to play in the drama in which he has a role. Neils relationship with his father contrasts with the one he develops with his teacher, Mr Keating. c) Neils relationship with Mr Keating One of the most interesting relationship in the movie is the one between Mr Keating and Neil, and more noteworthy the way it evolves. Neil is the first professors follower. He becomes totally fascinated by this teacher. Every time Mr Keating speaks, Neil is like captivated by Mr Keatings words. He admires him and considers him as a model with whom he can have free and confidential talks about his passions and dreams. Neil sees in his professor a mentor, teaching him how to live his life. He fully trusts his speech without questioning Mr Keatings mindset. d) Neils relationship with Todd Regarding his relation with Todd, Neil is like a mentor to him; he takes him under his protection and decides to help him live his life. Various scenes highlight the fact that Neil wants to help Todd by opening his mind to the world. For instance, Neil succeeds in convincing Todd to be part of the Dead Poets Society even if at first Todd does not want to because he does not want to take turn in reading. Neil does not want Todd to be excluded. He then offers to adapt the Dead Poets Society rules so that Todd does not have to read and feel comfortable in joining the Dead Poets Society. Here is a scene illustrating the above: Neil: Todd, are you coming tonight? Todd: No Neil: Why not? God, you were there. You heard Keating. Dont you want to do something about that? Todd: Yes, butà ¢Ã¢â€š ¬Ã‚ ¦ Neil: But? But What? Todd: Keating said that everybody took turns reading, and I dont want to do that. Neil: Gosh, you really have a problem with that, dont you? Todd: No I dont have a problem. I just I dont want to do it, okay? Neil: All right. What if you didnt have to read? What if you just came and listened? Todd: Thats not how it works. Neil: Well, forget how it works. What if they said it was okay? Todd: What are you gonna go up and ask them? No Neil. Neil: I will be right back. à ¢Ã¢â€š ¬Ã‚ ¦ (30:47) In this scene, Neil pushes Todd to participate in the Dead Poets Society meeting. He could have just let him be alone but he wants him to come: he cares for him. Neil reproduces with Todd the same type of relationship that exists between Mr Keating and himself: He listens to his friend and tries to help him the same way Mr Keating listens and tries to help Neil. Neil maybe recognizes himself in Todd as a shy boy who does not dare to speak his minds. Indeed, Neil behaves the same way when he is in front of his father. Neil knows too much this feeling of weakness and just cannot let his friend like this. Finally Neil becomes a leader in his friends group thanks to his fascinated, enthusiastic and dynamic personality. He pushes his friends to rebuild the Dead Poet Society which makes him become a leader. e) Neils leadership Based on the characteristics of his personality as described above namely passion, enthusiasm and energy, we can say that Neil is a charismatic leader. He is the initiator of the re-launch of the Dead Poets Society and he has been able to communicate his energy to the other boys. Moreover he represents a model especially for Todd. He is also an entrepreneurial leader. Indeed, he is a risk taker who does not hesitate to break rules. Indeed, he rebuilds a society that is unauthorized and must remain secrete. He also writes a false letter to serve his objective which is play in a drama: he dares to take initiatives. He is also a relational leader who cares about developing the others skills particularly with Todd as we have explained in the above section. f) Neils evolution Leadership is a serving relationship that has the effect of facilitating human development. Ted Ward Mr Keatings leadership has revealed Neils personality: It evolves throughout the film. At first, we discover a person with an erased personality in front of the familys authority. Thanks to Mr Keating, Neil is going to develop his self-awareness and freedom of mind. This new awareness will lead him to position himself as leader in his friends group. Neil then becomes more passionate and dreamy. He fulfills his passion for drama thanks to the self-confidence he has developed. However, this personal development will not help him to speak up his mind to his father because he probably realizes that there is a too big difference between his fathers expectations and his own ones. He believes that communication with his father is just not possible and that he has no solution, but suicide. Todd Anderson Where he comes from Todd is a new student at Welton. His brother was himself a student at Welton before. Todds brother was one of the finest students and is remembered in everyones memory as an excellent student. As the Director of the School meets Todd for the first time, he says to Todd that he will have big shoes to fill. When Todd is introduced to Neils friends, one of them immediately refers to his brothers success: you are that Anderson! Valedictorian, National Merit Scholar (07:05). The strong image of his successful brother is difficult to cope with for Todd. Todd depreciates himself. This probably comes from the fact that his parents are completely focused on his brother and not sufficiently on Todd. For instance, each year Todd gets the same present from his parents for his birthday. As a result, Todd feels like abandoned by his parents. He feels like an outsider. This may illustrate the psychodynamic leadership theory: The parents have an influence on their childrens leadership when they are grown. Todds brother probably has had the esteem and confidence of his parents as the older son, which helped his development and success. Todd, the younger boy, probably has had less attention from his parents which has resulted in his lack of self-confidence. When he arrives at Welton, his family environment, and more especially his brother, is a heavy burden to cope with for Todd. Todds personality Todd is shy and introvert. He does not feel comfortable with others. He does not take any initiatives to make friends, but only responds to initiatives made by Neil and his friends. He is often on his own, studying at his desk. Todd lacks self-confidence and does not want to be noticed in a way or another. For instance, when Neil offers him to be part of the Dead Poets Society, Todd says no, noà ¢Ã¢â€š ¬Ã‚ ¦ Keating said that everybody took turns reading and I do not want to do that (30:58). He does not want Neil to ask the other boys if they would agree on the fact that Todd would not read. This shows that he wants to be transparent to others. He also has some self-awareness as he points out his weaknesses to Neil: I am not like you Neil, you say things and people listen, I am not like that (45:49). Todd sticks to the rules strictly that is how it works (31:20) he says about the rules of the Dead Poets Society. He does not explore creativity and is then not able to look at alternatives different from the existing framework. For Todd, the authority of the adults (parents, director and teachers) prevails over everything else. When Neil wants to write a false letter usurping his fathers signature, Todd says that it is impossible to do that. Instead, he tries to convince Neil to ask his father the right to be in a play. In doing this, he tries to protect Neil from any serious problem with his father: he will kill you if he finds out you went to an audition and did not tell him (44:38). On the one hand, due to his personality and family context, Todd does not dare things. He is very static and conformist. On the other hand, he is cautious and does not take any unconsidered risks. Todds relationships Todd develops a strong friendship with Neil. He admires his friend who has charisma, vision and creativity. Todd is considered by Neil, which is something Todd had lacked so far as his parents have been focused on his brother only. Todd seems to consider Neil as a mentor: He can talk with him of personal difficulties, and get boosted b

The Impact of Domestic Violence on Children Essay example -- Violence

Depression and post traumatic stress disorder are two of the main illnesses seen in children after being exposed to domestic violence. Among depression and post traumatic stress disorder, there are multiple sub-categories to help place the severity of the disorder. Many influences can change the severity of a disorder in the child including but not limited to: length of exposure, type of exposure, and time-lapse since the exposure. Domestic violence is defined as violence between members of a household such as that of a married couple or a parent to one’s child. Some cases of domestic violence can just be through witnessing while some of the more scarring events occur directly to the child. Domestic violence can be separated into three smaller categories: physical abuse, sexual abuse, and psychological abuse. The most common type of domestic violence is done through physical abuse. This can include hitting, kicking, punching, choking, etc. Physical abuse can be minor in that it just leaves bruises or a bad memory, but physical abuse can also be as serious as broken bones, time in the hospital, or as serious as death. Sexual abuse is also a very common type of abuse. Pressuring a child to do sexual acts, child pornography, and unwanted penetration to a child’s genitals are all forms of sexual abuse. Psychological abuse is the least common form of abuse performed. Psychological abuse does e xactly what the name states. It’s abuse to someone through their mind such as telling someone they are fat or that they are ugly. Domestic violence can be scary for the young children who witness it. Depending on the situation, domestic violence can have negative outcomes that can stay with the child for the rest of his... ...ional Journal 34 (2010): 448-453. EBSCO. Smith, Barbera E., Laura B. Nickles, Darlanne Hoctor Mulmat, and Heather J. Davies. Helping Children Exposed To Domestic Violence:Law Enforcement And Community Partnerships. Washington D.C: American Bar Association, 2000. Print. "The Facts on Health Care and Domestic Violence." Family Violence Prevention Fund. University California, San Francisco, n.d. Web. 7 Oct. 2014. . "Turning Point Domestic Violence and Sexual Assault Services." Turning Point Domestic Violence and Sexual Assault Services. N.p., n.d. Web. 9 Sept. 2014. . Volpe, Joseph S. "Effects of Domestic Violence on Children and Adolescents: An Overview." American Academy of Experts in Traumatic Stress. N.p., 1996. Web. 7 Sept. 2014. .

A Universal Game of Literacy Essay -- Reading Writing Language Essays

A Universal Game of Literacy "The blank page is nothingness-the silence- on which the words enact their epic journey, which is both a quest for a meaning and a creation of meaning." O. B. Hardison The Bible introduced the concept of God as a creator of the universe. In contrast, Darwin's theory supplanted the idea of a single creator orchestrating all extant processes by affirming the role of chance in shaping the reality. According to Darwin's story, random events create chaos in the universe and then re-establish order characterized by certain patterns of life. Like the changes in the environment, the emergence of specific patterns cannot be predicted. Yet, no matter how chance might shape reality, language adapts to mirror all of the changes. Consequently, by molding language to reflect the emerging patterns of life, chance begets new meanings. Building bridges between time and space and arranging the patterns created by chance inside these domains, language contains the expression of meanings. Therefore, using language to describe the surrounding world, we control the universe. The role of language in the formation of reality also makes us reconsider our notions of self an d freedom. Fueled by chance, random memes generate new patterns. As Dennett contends, memes need human minds in order to live and "reproduce" (give rise to a new idea, thought or meme). As soon as a meme assumes a trivial meaning, it is supplanted by other memes. Once a meme is anchored in a brain, it is "processed" and changed in compliance with the idiosyncrasies of that particular brain. Then, it is passed to other brains. According to this description of memes, an individual cannot generate germinal memes without being influenced by ... ...ht in an effective way, those who have mastered to the art of expression elicit emotions and thoughts from the audience. The ability to achieve this grants immortality to the text and its creator. Random events inspire new meanings, contained in words. Arranging words to transmute time and space, people manage to control the universe. Giving us the freedom of thought, language allows us to impose order on the surrounding world, thus enabling us to create reality and grow. Having the ability to transmute the environment according to our own volition, are we free to do whatever we want? Are we entitled to the right to do so? References: Daniel Dennett, Darwin's Dangerous Idea (New York, N.Y.: Touchstone books, 1996) George Orwell, Nineteen Eighty-four (London: Penguin Books, 1990) Jonathan Culler, Literary Theory (Oxford: Oxford University Press, 2000)

Mp4 Matlab

College of Engineering ELECTRONICS AND COMMUNICATIONS ENGINEERING NDC Compound, *Anonas* St. Sta. Mesa, Manila {draw:line} Research Work with Defense Submitted By: Group 3 – Alpha Signal Rho BSECE IV-1 Leader : SANTOS, Ralph Rhyan G. Members: BELANO, Gracielle D. ESPINOSA, Joey Q. HERNANDEZ, Jan Roldan B. MATIC, Millicent G. RIVO, Sarah Ezekiel M. VILLENA, Kane Dave R Engr. Gerhard P. Tan Instructor Introduction It is known that our fast-paced emerging technology has been able to give us anything that we wish. Concerning the field of Digital Signal Processing, our latest technology has been able to give birth to many new forms of media file format both in audio and video. A few number of groups tried to produce different media file formats that would be of their greatest preferences but a certain group known as the Moving Picture Experts Group with the combined help of different professionals all around the world were able to create several media file formats that are of great use and in many ways universal. These said formats were then treated as the standards and then were implemented and it was used worldwide. After being assigned a certain file format per group, the certain multimedia file format that will be discussed by our group in this paper is the MP4 file or the file extension format known as . mp4. It is known that the . mp4 file format is the multimedia file container format for the MPEG-4 so some topics about MPEG-4 will also be discussed. Also, we will feature its history, applications, advantages and disadvantages and as well as the future for this certain file format. Different issues surrounding the main topic will be tackled as well and will be explained with the full extent of our capabilities. This research work was designed for students like us to gain new knowledge and discover the fundamentals behind the different technological advancements that we are already enjoying. It could be taken in account that all of our group members participated and did their part in constructing this research paper. History MPEG-4 part 12, which is known as ISO Base Media File Format, was originally the 1st version of the file format for MPEG-4. It was based upon Apple’s QuickTime container format. Afterwards, this part was then revised and thus giving birth to the MPEG-4 part 14 which is the MP4 file format. This occurred in the year 2003 wherein the difference between the two is the Part 1 or the System Standard. The first version then became the basis for many other file formats that were released afterwards. Theories and Principles What is MP4? {draw:frame} IV. Interact with the audiovisual scene generated at the receiver’s end. MPEG-4 Standards The basic components of streaming media are encoders, servers and players. The encoder compresses the video and distributes the compressed video to players that decode and render it. For interoperability the overlapping areas in Figure 2 need standardization, that is file formats, protocols and codecs. The MPEG-4 standard covers it all. {draw:frame} Figure 2 – Streaming media components More recent parts added into MPEG-4 are: †¢ Part 9: Reference Hardware Description†, Phase 1 Hardware Accelerators, Phase 2 Optimized Reference Software integration through Virtual Socket †¢ Part 10: Advanced Video Coding (as discussed below) †¢ Part 11: Scene description (to be split off from part 1) †¢ Part 12: ISO Media File Format. †¢ Part 13 : IPMP Extensions. †¢ Part 14 : MP4 File Format (based on part 12). †¢ Part 15 : AVC File Format (also based on part 12). †¢ Part 16 : AFX (Animation Framework eXtensions) and MuW (Multi-user Worlds). Part 17 : Timed text subtitle format †¢ Part 18 : Font Compression and Streaming †¢ Part 19 : Synthesized Texture Stream †¢ Part 20 : Lightweight Application Screen Representation (LASeR) †¢ Part 21 : MPEG-J Graphical Framework eXtension (GFX) †¢ Part 22 : Open Font Format Specificat ion (OFFS) based on OpenType †¢ Part 23 : Symbolic Music Representation (SMR) {draw:frame} Figure 3: Classification of MPEG-4 Toolset {draw:frame} Figure 4: The parts of MPEG-4, the arrows represent flow of bits Because of its universality and flexibility, the MPEG-4 could be applied almost everything. Of course, since there are media files that do not make use of all the tools provided by the MPEG-4, it resulted in the creation of different profiles. Such profiles are classified according to the tools that they make use of. In general, the different file formats that could contain the MPEG-4 system are as follows: . m4a – media container for raw audio only .m4v – media container for raw video only .mp4 – media container for audio, video and still images . 3gp & . 3g2 – media container used in cellular phones Data Streams †¢ Still images (e. g. as a fixed background); †¢ Video objects (e. . a talking person – without the background; †¢ 2–D and 3-D objects such as those used for animations; Audio objects (e. g. the voice associated with that person, background music) Every single one of these media objects present when gathering them in MPEG-4 are stored individually into what we refer to as â€Å"data streams†. In MPEG -4, every object is tightly coupled with a stream: such binding is made by the means of the Object Descriptor Framework which links an object to an actual stream. This design seems obvious for video objects that rely on a compressed video stream. It has been pushed a bit further: the scene description and the description of object descriptors are themselves streams. In other words, the presentation itself is a stream which updates the scene graph and relies on a dynamic set of descriptors, which allow referencing the actual media streams. These design principles can be summarized in the following figure, which gives a visualization of a scene. {draw:frame} Figure 5: An MPEG-4 scene aggregating different media streams Different objects can be encoded and transmitted separately to the decoder in their own elementary streams. The composition only takes places after decoding instead of before encoding. This applies to both visual objects and audio alike. In order to do the composition, MPEG-4 includes a special scene description language, called BIFS, for binary Format for Scenes. Atoms After the streams are collected, they are then stored into object – oriented structures called â€Å"atoms†. These atoms are what primarily compose an MP4 file. The type field is usually four printable characters. Atom structured files are used in a number of applications, and it is possible to form multi-purpose files which contain the atoms required by more than one specification. Examples include not only the ISO Base File Format family described here, but also the JPEG 2000 file format family, which for the most part is a still-image file format. {draw:frame} Figure 6: Complex File with External Media Data In the MP4 file format, determining how to decode a track involves two decisions. First, what kind of track is it: audio, visual, and so on? And then, precisely how are the samples are coded? The first decision is made by examining the handler type; along with the handler type, there is a type-specific header atom within the track structures for each kind of track. draw:frame} Figure 7: MP4 Handler type and Header atom type {draw:frame} Figure 8: Relation between different objects Application Television Broadcasting MPEG-4 offers well enough compression for transmitting hundreds of channels and satellite TV cable that consumers expect applicable even in high definition televisions. Broadcast applications can take advantage of the MPEG-4 standard to offer h igh-quality interactive content delivered over traditional TV networks or cable TV networks. Mobile Communication and Entertainment MPEG-4 handsets are established for the purpose of having two-way video calls or watch video programming over 3G networks. The MPEG-4 standard allows video streaming of very low bit rate content over all types of networks. It makes provisions for streaming in error-prone environments. These qualities are crucial when streaming rich content to wireless devices. Internet Streaming MPEG-4 has several characteristics that make it the ideal standard for streaming rich media over the internet. For the narrowband Internet, applications can use content compressed at low rates. For broadband Internet, applications can use the same content encoded at higher bit rates. The interactive nature of MPEG-4 means that MPEG-4 content can be used in advanced multimedia applications. And because MPEG-4 allows for scalability, the same content can be streamed to different devices over heterogeneous networks. Portable Gaming Distance Learning and Training One of the keys to distance learning and training is the ability to transmit over different networking infrastructures and interactivity. In a corporate training scenario, MPEG-4 content can be broadcasted via satellite to company branches in remote locations and over the LAN to employees at headquarters. Digital Still Cameras and Convergence Devices Most digital cameras now include movie modes for capture of short video sequences and with the new affordability of high-capacity flash memory, it is possible to build camera-like Mobile Content Convergence Devices that include the functions of a camera, camcorder and music player in one device. Given its compression efficiency, multi-platform support and its freedom from platform bundling requirements, MPEG-4 is an ideal fit for these devices. Satellite Radio MPEG-4’s audio codec have been employed in several systems for satellite radio and multimedia broadcasting. Security Video surveillances are modern means of security employment. Often, the devices used must limit the video resolution and frame rate to provide a reasonable recording time, and mostly require proprietary video players or some plug-ins to view the stored content. Recording using MPEG-4 enables and provides full resolution and desired frame rates. Also, MPEG-4 coding reduces storage cost. Its interoperability also allows users to combine equipment from different manufacturers in their systems and still be able to export a certain video in a universally readable format. MATLAB SIMULATION Since we know that from the principle of MPEG-4, each media object present in the scene while it is taken will be conveyed into its own elementary stream. These media objects could be an audio, video or a still image. The first thing to do is record first an analog signal with the use of the matlab tool known as daqscope. daqscope A window showing an example oscilloscope will be shown. It will look like the picture below. By pressing the arrow button, the recording of an analog signal will begin. The generated signal will depend on the sounds that will be acquired from a recording device such as a computer microphone. After recording on both channels, you can then close the window. The recorded signal will be treated as â€Å"winsound0†. addchannel(ai,1:2); set(ai,'SampleRate',44100) set(ai,'SamplesPerTrigger',44100) tart(ai) wait(ai,2) data = getdata(ai); plot(data) The example analog signal that we made look like the next figure. {draw:frame} video = mmread(‘mymovie. mpg',1:100); This command would then generate the first 100 frames of the video that we have chosen. In our example we used a sample video from the MATLAB folder known as vipmen we converted it first to an mpg file then renamed it into mymovie. The figure below shows some sample frames. {draw:frame} {draw:frame} {draw:frame} {draw:frame} {draw:frame} {draw:frame} {draw:frame} {draw:frame} {draw:frame} I = imread(‘mymovie. pg'); I = im2double(I); T = dctmtx(8); B = blkproc(I,[8 8],'P1xP2†²,T,T'); B2 = blkproc(B,[8 8],'P1. *x',mask); I2 = blkproc(B2,[8 8],'P1xP2†²,T',T); imshow(I), figure, imshow(I2) Advantages and Disadvantages The main advantage of the MP4 file format is its interoperability. Since mpeg-4 contains many different tools for different programs for different purposes, it stood up and showed its universality and multi-functionality which we think is the most basic pre-requisite for a media file format to be of great importance. Also, because of that same reason, MP4 is common and would work across different types of players from different manufacturers. It became natural for us to make use of it. Another advantage is that there is no additional infrastructure investment needed for its development unlike mpeg-2 that required billions of dollar to be developed, the MPEG-4 used the pre-existing knowledge and altered it to its preference. The greatest disadvantage would be the licensing terms and the content fee of the MP4 file format. This could be a hindrance for companies that would be using it in a large scale. It could be the reason to slow down the adoption of MP4 for broadcasting in IP networks. Another is with the ever known piracy problem since it relies on data encryption. Also, the download time in a broadband connection, which is much longer than the time consumed when downloading regular files, having the fact that MP4’s are still generally large files. Emerging Technology References: Principles of Digital Audio by Ken C. Pohlmann Principles of Multimedia by Ranjan Parekh MPEG-4 Whitepaper, www. medialab. sonera. fl http://my. opera. com/ebest24/blog/2006/11/11/general-mp4-information http://www. coolutils. com/Formats/MP4 http://www. zimbio. com/QuickTime/articles/4/History+MP4+Technology+Apple http://www. chiariglione. org/mpeg/standards/mpeg-4/mpeg-4. htm http://www. ncsu. edu/it/multimedia/mpeg4. html http://www. mpegif. org/resources/mpeg4userfaq. php