buy custom E-learning essay

buy custom E-learning essay Technology has brought about a significant impact in the process of learning especially in the case of higher education in the African context. There are also some benefits that are associated with partnering with the rest of the universities across the globe to facilitate the exchange of information. E-learning has been identified to offer the benefits of cost, time saving and flexibility and the improvement of effectiveness of learning among students. The efforts in the Universities in Kenya have been geared towards the adoption of e-learning in an attempt of improving the quality of education. This is geared at proper exploitation of the benefits associated with technology in addition to the access the facilities in a way that is cost effective (Mugwe, 1). The efficiency allows online lectures, student lecturer interaction, assignments submission and checking the students grades online. The technology is also in a position of facilitating for uploading of course materials, posting of the assignments, online discussions and the application of blogs. There is however a requirement of training the lectures as well as the students on better ways of making use of the facilities (Mugwe, 1). This has been implemented in Strathmore University, USIU, plus Nairobi University where the students are induted to the courses at the time of their enrollment. Daystar University has also implemented the technology. USIU has especially made use of Webcity offering in excess of 400 courses and enhancing the lecturer student interaction (Mugwe, 1). Services are better delivered using e-learning complementing teaching in facial interaction and work can be managed in a more effective manner which ideally is not a replacement of the hours of physical contact but a requirement by modern students. This is consequential to saving time in education delivery. The institutions should however overcome obstacles associated with technical infrastructure which are dependent on the slow local networks as well as the internet. E-learning facilities are also available at Moi, Maseno, J K UAT as well as Kenyatta wich are aimed at improving distant learning (Mugwe, 1). According to David, "One field where the university has made use e-learning is through the use of video conferencing for visiting professors, this is done especially in partnership with other business schools." David also adds that Strathmore has a tie-up with the IESE Business School which is under the University of Navarra in Barcelona Spain. The same article by David also quotes Prof Odhiambo that platform is already in use, but it takes time for lecturers and students to be fully comfortable with the approach. He adds that Moodle program allows univerrsity professors to give lectures remotely, on top of enabling access to more students. According to Regina Mutuku "It gives you the ability to manage work more effectively ... It is not replacing the contact hours but it is being more responsive to the modern student" (Mugwe, 1). UoN ICT Director Dr Omwenga ascerts that, "Lecturers have flexible access and student hostels have a wireless network. There is curriculum training for staff on how to facilitate content online and the student's information systems network has been integrated into the e-learning system to enhance and allow fast uptake of e-learning. There is also an awareness campaign using brochures, flyers and open days to increase interest among students and staff." (Mugwe, 1). Woof said e-learning lets students do work on their own schedule. Some teens have Crohn's disease, cancer treatments or allergies that keep them at home. Woof, asserts that "Every time we can't offer flexibility, they just Google to find another school board that can," (Faulkner, 1). Justin Medved, says that People are starting to ask questions to help meet the needs of students who are involved in sports [and] major extracurricular that take them away from school, he explains. I think that CIS consciously wanted to be inno vative. There is definitely a trend in education across the board that is looking at different ways of learning. (Brooks,, 1) Buy custom E-learning essay

Sobek, the Crocodile God of Ancient Egypt

Sobek, the Crocodile God of Ancient Egypt The Nile River may have been Egypt’s lifeblood, but it also held one of its greatest dangers: crocodiles. These giant reptiles were represented in Egypt’s pantheon, too, in the form of the god Sobek. Sobek and the Twelfth Dynasty Sobek rose to national prominence during the Twelfth Dynasty (1991-1786 B.C.). Pharaohs Amenemhat I and Senusret I built on the already existing worship of Sobek in Faiyum, and Senusret II constructed a pyramid at that site. Pharaoh Amenemhat III dubbed himself â€Å"beloved of Sobek of Shedet† and added splendid additions to the crocodile god’s temple there. To top it off, the first female ruler of Egypt, Sobekneferu (â€Å"the Beauty of Sobek†), hailed from this dynasty. There were even several relatively obscure rulers named Sobekhotep who made up part of the succeeding Thirteenth Dynasty. Most prominently worshiped in the Faiyum, an oasis in Upper Egypt (a.k.a. Shedet), Sobek remained a popular god throughout Egypt’s millennia-long history. Legend has it that one of Egypt’s first kings, Aha, built a temple to Sobek in the Faiyum. In the Pyramid  Texts of the Old Kingdom pharaoh Unas, Aha is referred to as the â€Å"lord of Bakhu,† one of the mountains that supported Heaven. Sobek in Greco-Roman Times Even in Greco-Roman times, Sobek was honored. In his Geography, Strabo discusses the Faiyum, of Arsinoe, a.k.a. Crocodopolis (the City of the Crocodile) and Shedet. He says: â€Å"The people in this Nome hold in very great honor the crocodile, and there is a sacred one there which is kept and fed by itself in a lake, and is tame to the priests.† The croc was also venerated around Kom Ombo- at a temple complex built by the Ptolemies  and near the city of Thebes, where there was a cemetery full of crocodile mummies. A Monster in Myth In the Pyramid Texts, Sobeks mama, Neith, is mentioned, and his attributes are discussed. The Texts state: â€Å"I am Sobek, green of plumage[†¦]I appear as Sobek, Neith’s son. I eat with my mouth, I urinate and copulate with my penis. I am lord of semen, who takes women from their husbands to the place I like according to my mind’s fancy.† From this passage, it is clear that  Sobek was involved in fertility. In the Middle Kingdom-era Hymn to Hapy,  Sobek- who was the god of the Niles inundation- bares his teeth as the Nile floods and fertilizes Egypt. To further his monster-like demeanor, Sobek is described as having eaten Osiris. In fact, cannibalization of gods by other gods wasn’t uncommon. Crocodiles weren’t always seen as benevolent, however, they were  sometimes  thought to be messengers of  Set, god of destruction. Sobek helped Osiris’s son, Horus, when, Isis (Horus mother), cut his hands off. Re asked Sobek to retrieve them, and he did so by  inventing a fishing trap.

Global Civilization Formal Essay on So Called Primitive Accumulation Research Paper

Marx's Explanation for the Capitalist Transformation and Jared Diamonds Argument of European Domination of the World - Research Paper Example The private property of the laborer is his means of production that he could use to form a petty industry important in the development of social production and independence. These kinds of modes were in practice in serfdom and slavery and have since transformed into classical forms especially where the laborer owns the means of production. The new form excludes the concentration of production on the forces of nature or the development of social productive measures. The transitional process has decomposed the whole society and further expropriated private proprietors. Today, labor is turned into capital and expropriation is accomplished through laws that centralize on capitalism. These results in the expropriation of many capitalists by a few connected capitalists who transform the instruments of labor into a system economizing the means of production and that entangle all people in the world market bringing the capitalistic regime to the international realm. The owners of capital usu rp and manipulate the advantages accrued from the transformation process creating exploitation, oppression, and degradation, which evokes revolt from the working class. The working class consists of the majority of people organized and united by the capitalistic system. The monopoly of capital becomes a mode of production and the socialization of labor and centralization of the means of production become an unmatchable creating conflict. The expropriator has become the expropriated. Marx traces back the expropriation to different instances in history claiming that it took different forms in different countries and went through different phases in different historical epochs (Marx 876).

Consultancy Report for Portsmouth Leather Company Essay

Consultancy Report for Portsmouth Leather Company - Essay Example Consultancy Report for Portsmouth Leather Company Portsmouth Leather is one of the renowned names when it comes to selling trendy and high fashion executive briefcase and travel case. The company portray strong financial outlook as during the last financial year the profit of the company increased by 10% to an impressive  £ 1,800,000. Following its marketing strategy of exploring new market, the company participated in the Frankfurt International Trade Fair. Eastern express, after being impressed by the quality of the company’s commodities in the fair, approached with an offer. The following report identifies the problems which the company is likely to face and the corresponding solutions to such problems. Portsmouth Leather needs to have additional finances in order to be capable of producing additional briefcases and travel cases. As per the cash-flow forecasted by the management, the company requires  £ 495,000 to finance the tender. The company has not incorporated, in the forecasted cash flow, the finance charges on the financing. Another problem that the company is likely to face is the fact that it does not have the additional production capacity to cater the tender. The company currently produces 2,000 units per month, but in order to acquire the tender, the company will be required to produce an additional 2,200 units per month for three months. The company needs to negotiate the overtime with the workforce. In addition, the company needs to bargain the cost of raw material with the supplier in order to increase its contribution margin.... The company needs to negotiate the overtime with the workforce. In addition, the company needs to bargain the cost of raw material with the supplier in order to increase its contribution margin. Negotiating the price of the tender is also significant. POSSIBLE SOLUTIONS AND THEIR STRENGTHS AND WEAKNESSES Solution 1 In order to finance the project, the company needs to acquire short term running finance facility from a bank or any other financial institution. Since the project is of a short term nature, obtaining a short terms running finance facility would be much beneficial rather than acquiring a long term facility. The plus point in acquiring a short term financing facility is that the company would be required to pay mark-up at a lower rate as compared to that if a long term facility would have been acquired. The company can also raise finance through issuance of shares in the market. The advantage of raising shares in the public market is that the company will avoid the finance charge, which it would have paid on the financing facility. Issuance of capital significantly improves the gearing of the company and strengths its equity. The disadvantage of raising finances through issuance of share capital is that it takes comparatively longer time for the existing and prospective share holder to subscribe to the shares and transfer their money to the company. Moreover, the statutory requirement regarding the floating of shares in the stock market is far more intricate as compared to the procedure involved in the sanctioning of a financing facility. Solution 2 The company’s current production capacity will not allow it to produce additional units unless it somehow increase its production capacity or shift its resources towards manufacturing items

Boston Tea Party Essay Example for Free

Boston Tea Party Essay On December 16, 1773, a monumental event took place that was crucial to the growth of the American Revolution. This event was known as The Boston Tea Party, taking place in Boston, a city in the British colony of Massachusetts. Massachusetts Patriots were in immense disapproval on how parliament was trying to monopolize the market on American tea importation granted to the East India Company (Boston Tea Party). The East India Company was a failing British corporation. This Company was on the verge of bankruptcy. They had millions of pounds of unsold tea that sat in warehouses. The idea was to persuade English and colonial consumers to buy East India Company tea to save one of Britain’s largest corporations. In order to make this happen, British Parliament proposed the Tea Act of 1773. The Tea Act allowed the East India Company to sell through agents in America without paying the taxes normally collected in Britain, which allowed the company to undersell even smugglers in the colonies (David Goldfield). What drew major controversy with the Tea Act was that it retained the three pence Townshend duty on tea imported to the colonies. The colonists objected to the Tea Act. They believed that this act violated their rights to â€Å"No taxation without representation,† which meant that they would only be taxed by their own elected representatives and not by the British Parliament that did not represent them. Regardless of what the colonists thought, consignees were selected in Boston, New York, Charleston, and Philadelphia, and then 500,000 pounds of tea were shipped across the Atlantic in September. The first tea ship, Dartmouth, reached Boston November 27, and two more were sent shortly after that. There were several meetings held demanding that the tea be sent back to England with the duty not paid for. Tension was rising when patriot groups tried to persuade the consignees and the governor to accept this approach. On December 16th, citizens, some disguised as Mohawk Indians, pushed toward Griffins Wharf and boarded the tea ships (Boston Tea Party). In a course of three hours they dumped three hundred and forty two chests of tea into the harbor, turning it into a teapot (Boston Tea Party Historical Society). The chests held more than 90,000 pounds of tea, which would cost nearly $1,000,000 dollars today (Boston Tea Party). There were certainly several participants and witnesses to the accounts of what occurred at the Boston Tea Party. Although all of the participants were taking part in the same event, their memories of their accounts do seem to differ. The first thing that I noticed was the number of participants. David Kinnison, the longest surviving participant from the Boston Tea Party, claims that there were only 24 men involved (Boston Tea Party Historical Society). His statement matches up well with Samuel Cooper, a participant that was just 16 at the time, who claims that there were around 20 men (Boston Tea Party Historical Society). Then you have John Andrews, claiming that there were around 200 citizens dressed as Indians. Another thing that seems unclear is the way the ships were taken over (Boston Tea Party Historical Society). George Hewes, a Boston shoemaker and participant, states that they were divided into 3 groups, one for each ship. Joshua Wyeth, also a participant, who was only just 16, also states that they took to the three ships at the same time. On the other hand, the Massachusetts Gazette states that they worked their way from ship to ship, after emptying one ship they would move to the next. There are many differences in the accounts of what exactly happened at the Boston Tea Party, which I think helps decipher the truthful accounts from the fabricated ones (Boston Tea Party Historical Society). Most of the witnesses that were actually a part of the Boston Tea Party had testimonies that were exceptionally similar. I believe the only thing that may have caused them to be slightly different would be the fact that it was a little over half a century later when they were trying to recollect the events. I also think that the participants swearing to secrecy had an impact on some of the misleading information, such as the discrepancy on the number of participants. Most of the participants had mentioned around 20 men being involved, when in fact the number was found to be a lot greater than that. The participants in the destruction did not even acknowledge each other even when boarding the ships, breaking open the chests and dumping the tea, so of course they are not going to be truthful about how many citizens were actually involved. I also believe that some of the information misinterpreted for fabrication might be due to the participant not writing their story themselves. George Hewes account of what happened was written by him, Joshua Wyeth’s account was recorded from his words, Samuel Cooper’s came directly from him also. All of these accounts seemed to be relatively similar; where as accounts that were retold by biographers may have changed along the way. Also, participants stories did not coincide on what time the event was actually over. John Andrews wrote that before nine o’clock every chest was destroyed, but Samuel Cooper’s account placed the end of the destruction at ten o’clock (Boston Tea Party Historical Society). Considering that Samuel Cooper had a role in this momentous event, I would give him the benefit of the doubt as to telling the truth of when the event actually came to an end (Boston Tea Party Historical Society). Another person who played an interesting role in the Boston Tea Party was Paul Revere. Revere felt strongly about the movement toward political independence from Great Britain. He was a very well rounded artisan and intellectual. Revere was a silversmith whose work brought him in close contact with patriots like John Hancock and Samuel Adams. He used his talents to support the colonial struggle against Britain. Revere soon assumed the role of a leader, along with Adams, of the Sons of Liberty. The Sons of Liberty were a secret patriotic organization formed in 1765 to prevent the Stamp Act (Paul Revere). The Sons of Liberty also organized the Boston Tea Party. Revere was also one of the many patriots who dressed up as an Indian and took part in the Boston Tea Party Protest against parliamentary taxation without representation (Boston Tea Party Historical Society). After the Tea Party, Revere was sent by the citizens of Boston to deliver news of the party to the other colonists in New York and Philadelphia. When he returned, he was appointed one of 25 men by the citizens of Boston to stand guard over the tea bearing vessels, in order to prevent the overexcited townspeople from doing further damage to the ship (Facts on Paul Revere). I would say Paul Revere played a significant role in the Boston Tea Party; he played the part of a ringleader and was a very influential role model. The acts that he participated in would not be condoned by Britain. The Boston Tea Party ultimately captured the attention of Parliament and produced a furious reaction. A lot of people in America and also in Britain were surprised about the destruction of property in the Tea Party. Parliament decided that this epic event demanded an immediate display of power. In the spring of 1774, parliament passed a series of totalitarian measures to be known as the Coercive Acts. These acts included the Boston Port Act, which closed the port of Boston until Bostonians paid for the tea and uncollected duties. The Massachusetts Government Act, this act stated that members of the governors council and sheriffs would be appointed rather than elected and limited the number of town meetings that could be held without the governors prior approval. The Administration of Justice Act, which allowed any British soldier or official who was charged with a crime to be tried in England, where they would most likely receive a slap on the wrist. The Quartering Act of 1774 permitted the army to lodge soldiers in any civilian building if necessary. All of these acts were in response to the Boston Tea Party and attempts of Britain to gain royal control. Most colonists referred to these acts as the Intolerable Acts rather than the Coercive Acts, they viewed these acts as a threat to liberty in the colonies. The spirit of protest began to spread, more and more colonists became politicized. They began to realize their common interests as Americans and their differences from the British. America was starting to rebel, but had not yet launched a revolution (David Goldfield). Although, the acts they were taking were starting to have a major influence on America. The Boston Tea Party effected America in many ways. There were a lot of different factors and rebellious acts that eventually snowballed into war, but I would say the Boston Tea Party was the most significant. The passing of the Coercive Acts and parliaments refusal to revoke them led to a great deal of disgruntlement from the colonists. The Boston Tea party most definitely sparked the Revolution, which may have otherwise been delayed or never happened at all.

african american leaders Essay -- essays research papers

Jesse Jackson, Mumia Abu-Jamal, Booker T. Washington, and W.E.B DuBois are all African American leaders. All of these men were leaders in their own time and their own sense, living in different eras with different views, but they all shared common ground. All four were African Americans trying to overcome obstacles and become influential leaders in their society. Jesse Jackson was an African American civil rights activist and political leader. He was born in Greenville, South Carolina in 1941. Jackson overcame numerous childhood insecurities. He was shunned and taunted my classmates and neighbors. However, instead of letting this adversity defeat him, Jackson developed his exceptional drive and understanding for the oppressed. He worked hard in school, finishing 10th in his class while actively involved in sports. His academic and athletic background earned Jackson a football scholarship at the University of Illinois in Chicago. It was here Jackson realized discrimination was inescapable. After 3 years he left the University and attended North Carolina Agricultural and Technical College in Greensboro, an institution for African-American students. He proved himself to be scholar athlete. Soon after college Jesse Jackson began his civil rights quest. He founded two groups, the PUSH operation and the rainbow coalition, in order to promote racial and economic justice in the United States. Then, in 1984 and 1988 Jackson campaigned as a candidate for the Democratic presidential nomination. Even today, Jackson is renowned spokesman and continues to work for racial and economic justice. Mumia Abu-Jamal was a radio journalist in Philadelphia, known as "the voice of the voiceless". He was born in Philadelphia on April 24, 1954. Mumia Abu Jamal was the Minister of Information for the Philadelphia Black Panthers at a very early age. By the age of 15 he had attracted much attention through his protests and thus, the FBI began keeping a file on him. He worked as a print and radio journalist who had aired on National Public Radio and National Black Network. He had also served as president of the Philadelphia Society of Black Journalists. Jamal's style of journalism allowed the voices of ordinary people to be broadcast. He was an African American that was put on trial for a murder charge. However, Jamal's case has been much publicized for reasons t... ...can Americans, and believed strongly in integration. W.E.B DuBois eventually moved to Ghana and gave up his American citizenship. Martin Luther King wrote on W.E.B DuBois by saying, "History cannot ignore W.E.B. DuBois because history has to reflect truth and Dr. DuBois was a tireless explorer and a gifted discoverer of social truths. His singular greatness lay in his quest for truth about his own people. There were very few scholars who concerned themselves with honest study of the black man and he sought to fill this immense void. The degree to which he succeeded disclosed the great dimensions of the man." Although DuBois was labeled a â€Å"radical† his ideas and literary works live on today. All these men, although from different times and situations, changed the world in influential ways. Not only did they overcome a great deal of adversity, but they made countless lives better from their ideas, courage and strength. If not for the influential dreams and actions of men such as this, the lives of so many may have been altered but these men had the courage and conviction to stand up for what they believed in, and the world will forever be a better place for it.

Use Of Representations And Fractional Knowledge Education Essay

This survey provides an scrutiny of fractional cognition demonstrated by 25 ( 7th and 9th class ) pupils from a suburban bunch of schools in a suburban community in Georgia. Students were given five fraction jobs necessitating them use representations for their replies. Analysis of single responses indicated that pupils at both class degrees lack a complete apprehension of fractional constructs such as portion to whole, fractional parts, and distances and relationships between measures. Research suggests that larning is more meaningful when pupils are given frequent chances to interact with different theoretical accounts and rethink the constructs ( Dienes, cited in Post & A ; Reys, 1979 ) . Harmonizing to Lesh, Landau, & A ; Hamilton ( 1983 ) , mathematics constructs can and should be represented other ways as good, utilizing real-world objects, spoken symbols, written words, and written symbols. They suggest that pupils who use a assortment of ways to stand for fractions develop more flexible impressions of fractions. Petit, Laird, & A ; Marsden ( 2010 ) province utilizing theoretical accounts and on a regular basis inquiring pupils to explicate their thought plays an of import function in direction. Asking pupils inquiries as they work through job resolution helps them construct upon their apprehension of fractions. Heller, Post, Behr, & A ; Lesh ( 1990 ) , found that about merely one fifth of 7th graders and one 4th of 8th graders have a functional apprehension of proportionality. Models should pervade direction leting pupils chances to job solve and develop apprehension of fractional constructs such as portion to whole, fractional parts, and distances and relationships between measures. Students demonstrate more trouble happening the fractional portion when the figure of parts in the whole is equal to the magnitude of the denominator instead than a multiple or factor of the magnitude of the whole ( Bezuk & A ; Bieck, 1993 ) . Three types of theoretical accounts pupils use to interact with, work out jobs, and generalise constructs related to fractions are country theoretical accounts, set theoretical accounts, and figure lines. Student-drawn country theoretical accounts can be effectual for doing comparings of parts of wholes or turn uping fractions on a figure line. Circle theoretical accounts can be used efficaciously to compare fractions if pupils consider the size of the whole and are accurate in their dividers into equal-sized parts. Uniting theoretical a ccounts with manipulatives can assist pupils concentrate on of import characteristics of the theoretical accounts and do comparings ( Petit, Laird, & A ; Marsden, 2010 ) . Georgia Performance Standards In the first class pupils are expected to split up to 100 objects into equal parts utilizing words, images, or diagrams ( G1M1N4 ) . Specifically halves and fourths as equal parts of a whole utilizing images and theoretical accounts ( G1M1N4C ) . In the 2nd class pupils are expected to understand and compare fractions ( G2M2N4 ) . Students will pattern, place, label, and compare fractions ( tierces, sixths, eighths, ten percents ) as a representation of equal parts of a whole or of a set ( G2M2N4 ) . In the fifth class are expected to compare fractions and warrant the comparing ( G5M5N4F ) . Harmonizing to the Georgia Department of Education, pupils begin to develop an apprehension of fractions in the 3rd class. Students are able to see fractions in general as being built out of unit fractions, and they use fractions along with ocular fraction theoretical accounts to stand for parts of a whole. Students are able to utilize fractions to stand for Numberss equal to, less than, and greater than one and work out jobs that involve comparing fractions by utilizing ocular fraction theoretical accounts and schemes. Students develop apprehension of fraction equality and operations with fractions in the 4th class. They extend old apprehensions about how fractions are built from unit fractions, composing fractions from unit fractions, break uping fractions into unit fractions, and utilizing the significance of fractions and the significance of generation to multiply a fraction by a whole figure. Students begin widening apprehension of fraction equality and ordination by utilizing ocular fraction theoretical accounts in the 5th class. In add-on, pupils are expected to compare fractions with different numerators and denominators, understand add-on and minus of fractions as connection and dividing parts mentioning to the same whole, apply and extend old apprehensions of generation to multiply a fraction by a whole figure, and understand denary notation for fractions, and compare denary fractions. Research Questions In this survey, the undermentioned inquiries were posed: How good make seventh and 9th class pupils perform on fraction jobs that require them to utilize representations? Are there any important differences by class degree? Do pupils at the 7th and 9th class degree demonstrate an apprehension of fractional cognition?MethodParticipants Students from a suburban bunch of schools in a suburban community South of tube Atlanta participated in this survey. In this bunch of schools, the pupils from three simple schools, feed into two in-between schools, both in-between schools feed into one high school. The population of the high school, similar to the population of the feeder schools has a pupil population that is about 1 % Asian-Pacific Islander, 3 % Hispanic, 50 % African American, and 46 % Caucasic. For the 2009-2010 school twelvemonth, both simple and in-between schools met equal annually advancement ( AYP ) . The high school did non run into AYP. This survey included pupils in the 7th and 9th class. Teachers were solicited who had a professional relationship with the research workers. The categories represented included regular mathematics for pupils in the 7th class and Mathematicss 1 for pupils in the 9th class. See Table 1 for pupil demographics. Of the two instructors that submitted responses, 14 7th class and eleven 9th grade appraisals were submitted. For the intents of this survey, responses from all 25 will be included in the commentary. Images of alone and questionable responses will be provided to back up and document the pupil work that depicts effectual direction and acquisition or whether pedagogues and other stakeholders need to focus/alter direction to advance pupil larning & A ; apprehension. The Instrument A computational fraction trial was developed and adapted from an EasyCBM, 6th class investigation and was administered to all participants. The trial assesses fractional cognition accomplishments and consisted of 5 points necessitating pupils to utilize representations for their replies. The appraisal was designed to place their ability to utilize representations, theoretical accounts, or incarnations of rational figure measures to reply a assortment of inquiries ( Petit, Laird, Marsden, 2010 ) . The appraisal focused on four key schemes or theoretical accounts pupils must be competent in utilizing when working with fractions or rational figure measures: models/picture based images, symbolic representations of fractions ( in fractional signifier ) , unwritten & A ; written communicating or fractional measures, and utilizing real-world objects in context ( Petit, Laird, Marsden, 2010 ) . The first inquiry asks a inquiry for pupils to find the greater of two fractional measures  œ use of theoretical accounts or any representation is non expected. The figure line represents the measure or spectrum of values between 0 and 1. The figure line is divided into four equal sections without the values of each section labeled. The 2nd inquiry seeks to find if pupils are able to use a figure line to turn out their response to the first inquiry. The 3rd inquiry gives pupils a opportunity to utilize country theoretical account to place three-fifths of a 5-by-5 grid. The 4th inquiry is a circle where pupils are expected to place five-sixths of the country in the circle. The 5th inquiry is a set of 36 stars, real-world objects, where pupils are expected to place one-quarter of the entire figure of stars. The 6th inquiry is two rectangular boxes that pupils are expected to utilize ( as in measuring ) to find which measure is greater two-fifths or three-eighths. Execution The appraisal was administered during category for pupils in both categories on the same twenty-four hours. Participants in the 7th class were given the appraisal as a warm-up activity. Participants in the 9th class were given the appraisal after finishing a trial. In both categories, pupils were allowed 20 proceedingss to finish the five inquiries. During the appraisal, pupils were read the waies if requested, separately. Hints, hints, suggestions, and solutions were non provided. Analysis The research inquiries were analyzed by hiting the trials as correct, wrong, or non attempted. Each point was separately reviewed and compared with the other participant ‘s responses every bit good. The responses were analyzed to find how pupils represent fractions and job solve. In add-on, analysis focused on pupil apprehension of fractional cognition. Question one needed pupils to find the greater of two fractions ( See Figure 1 ) . Consequences indicated 23 correct responses, one non response, and an wrong response. The pupil that did non react was in the 7th class. The pupil that provided the wrong response was in the 9th class. In inquiry two, pupils were asked to come close the location of two fractions on a figure line ( See Figure 2 ) . Four pupils were able to come close the location of the measures of and right, 16 were inaccurate, and five pupils provided no response for the inquiry. Surprising, there were four responses from pupils in both classs that resembled the theoretical account created in Figure 1. Figure 3 is an illustration of a right theoretical account of the two fractional or rational measures. Responses similar to that found in Figure 2 and 4 rise concerns in the analysis of pupils ‘ apprehension of comparing rational figure measures utilizing a figure line because of the assignment of values that differ from conventional regulations of numeracy. Problem two in Figure 1 and 2 demonstrates that the pupil is utilizing whole figure logical thinking and puting the fractions on the figure line harmonizing to the magnitude of the denominators ( Petit, Laird, & A ; Marsden, 2010 ) . Figure 1 Figure 2 number1a.gif number1c.gif The image in Figure A was found on the answer sheet of a 9th class pupil. The image in Figure B was found on the answer sheet of a 9th class pupil. Figure 3 Figure 4 number1b.gif number1d.gif The image in Figure A was found on the answer sheet of a 7th class pupil. The image in Figure A was found on the answer sheet of a 9th class pupil. For inquiry three, pupils were required to stand for portion of a whole utilizing a grid. Nineteen responses were right, two pupils did non react, and five pupil responses were inaccurate. Of the two pupils that did non react, one pupil was in the 7th class, another pupil was in the 9th class. Students in both classs provided an wrong representation of the part of the grid ( See Figure 3 ) . The inquiries that were correct all involve pupils shadowing in 15 of the 25 entire squares or boxes on the 5-by-5 grid. One of the right responses, Figure 5, shows how the pupil rationalizes the colouring of 15 boxes. Figure 5 Figure 6 The image in Figure 5 was found on the answer sheet of a 7th class pupil. The image in Figure 6 was found on the answer sheet of a 9th class pupil. Question four required pupils to stand for 5/6 utilizing a circle theoretical account. Two responses were right in stand foring 6 apparently congruous subdivisions of the circle ( See Figure 7 ) . All other pupils were non able to either pull the subdivisions of equal size or approximated the shaded, five-sixths, of the circle. One of the right responses was from a 7th grade pupil ; the other right response came from a 9th class pupil. Some of the more interesting responses or frequent mistakes noticed are provided in the tabular array below. Figure 7 shows that the 7th grader can come close the value of five-sixths, but is non able to demo the ground exact or approximative country confidently as seen in Figure 8. Figure 9 is really near to an accurate word picture of the country, nevertheless, the subdivisions of the circle are non tantamount – there are four eighths and two fourths shown. Figure 10 is from the same pupil who provided rational in Figure 6 ; nevertheless, the pupil makes the premise that the units of the circle as drawn similar to a grid are the same size. Figure 7 Figure 8 question5a.gif question5b.gif The image in Figure 7 was found on the answer sheet of a 7th class pupil. The image in Figure 8 was found on the answer sheet of a 9th class pupil. Figure 9 Figure 10 question5c.jpg question5d.gif The image in Figure 9 was found on the answer sheet of a 7th class pupil. The image in Figure 10 was found on the answer sheet of a 9th class pupil. Students were asked to place A? of the entire objects represented in inquiry 5. Twenty-three pupils provided the right response and two were wrong. Although there were different methods used by the pupils who identified the 4th of all 36 stars, every pupil identified nine as being the 4th utilizing real-world objects or touchable points. Of the two pupils that scored falsely on the job, one circled all of the objects and the other circled merely five. Question 6 measured whether pupils were able to right find if 2/5 is greater than 3/8 utilizing bars. There were five right responses and 14 wrong responses, showing pupils are unable to stand for the different rational figure measures as shaded parts of a set of equal sized subdivisions. Six responses were clean. Of the five responses that were right, three were from pupils in the 7th class, two were from 9th graders. Figure 11 shows that the pupil understood to partition the rectangles into parts determined by the denominator of both fractions, but were unable to make equal sized-partitions, an mistake identified by Petit, Laird, Marsden ( 2010 ) . Figure 12 seems to demo the same error, nevertheless, there is non a clear cut response as to which measure the pupil thinks is greater. Figure 13 represents a right response with an appropriate theoretical account of turn outing the pupils concluding and principle. Figure 11 Figure 12 question6a.gif question6e.gif The image in Figure 11 was found on the answer sheet of a 9th class pupil. The image in Figure 12 was found on the answer sheet of a 9th class pupil. Figure 13 Figure 14 question6c.gif question6d.gif The image in Figure 13 was found on the answer sheet of a 7th class pupil. The image in Figure 14 was found on the answer sheet of a 7th class pupil.DiscussionConsequences demonstrated that pupils have trouble stand foring fractions at the 7th and 9th class degree. Students demonstrated trouble with relative believing throughout many of the undertakings. While some pupils were able to successfully put the fractions on the figure line in consecutive order, they were non relative. This was besides apparent when pupils used the country theoretical accounts to find which fraction was greater and when they were asked to shadow a fractional portion of the circle theoretical account. Harmonizing to Petit, Laird, & A ; Marsden ( 2010 ) , inaccuracy of theoretical accounts can be the consequence of holding an uncomplete cognition about the importance of wholes being the same when compared to fractions. Consequences did non bespeak a distinguishable difference in fractional job work outing utilizing representations between 7th and 9th graders. Most 7th and 9th class pupils are able to utilize representations when work outing fractions. However, consequences indicate that some pupils demonstrate a deficiency of apprehension of fractional cognition. This is peculiarly concerning, given that pupils begin working on fractions in the first class and should get down to develop an apprehension of fractions in the 3rd class. Students who are unable to utilize fractions to stand for Numberss equal to, less than, and greater than one and work out jobs that involve comparing fractions by utilizing ocular fraction theoretical accounts and schemes lack a conceptual apprehension of fractions that will go on to impede their mathematical abilities as they are introduced to more complex math accomplishments.

Rr Dr.Death on Cnn.Doc Uploaded Successfully

(CNN) — Dr. Jack Kevorkian, the Michigan pathologist who put assisted suicide on the world's medical ethics stage, died early Friday, according to a spokesman with Beaumont Hospital in Royal Oak, Michigan. He was 83. The assisted-suicide advocate had been hospitalized for pneumonia and a kidney-related ailment, his attorney had said. He had struggled with kidney problems for years and had checked into a hospital earlier this month for similar problems, his lawyer, Mayer Morganroth, said. He checked back into the hospital in the Detroit suburb on May 18 after suffering a relapse, Morganroth said. Kevorkian, dubbed â€Å"Dr.Death,† made national headlines as a supporter of physician-assisted suicide and â€Å"right-to-die† legislation. He was charged with murder numerous times through the 1990s for helping terminally ill patients take their own lives. He was convicted on second-degree murder charges in 1999 stemming from the death of a patient who suffered from amy otrophic lateral sclerosis, commonly called Lou Gehrig's disease. He was paroled in 2007. After his release, he said he would not help end any more lives. Morganroth told CNN Friday that he was summoned to the hospital Thursday night, with doctors telling him â€Å"the end was near† for Kevorkian. 998 video sparked criminal case against Kevorkian â€Å"The doctors and nurses were extremely supportive,† Morganroth said. They played music by Kevorkian's favorite composer — Bach — in his room, and Kevorkian died about 2:30 a. m. , Morganroth said. Attorney Geoffrey Fieger, who was Kervorkian's lawyer on several assisted-suicide cases, described Kevorkian as a â€Å"historic man. † â€Å"He simply felt that it was the duty of every physician to alleviate suffering, and when the circumstance was such that there was no alternative, to help that patient to end their own suffering,† Fieger said in a statement.In an interview with CNN's Dr. Sanjay Gu pta last year, Kevorkian said he had no regrets about his work. â€Å"No, no. It's your purpose (as a) physician. How can you regret helping a suffering patient? † he said. Dr. Sanjay Gupta on Kevorkian: Rest in peace In that interview, Kevorkian said that he had three missions in life and that he himself was not ready to die. One of his missions was to warn mankind of â€Å"impending doom† that will come from the culture of overabundance. â€Å"I'm not going to be too popular for that one,† he said.His second mission was to educate people about assisted suicide, and his belief that in states where assisted suicide has been legalized, it is not being done right. He believed that people shouldn't have to have a terminal condition in order to qualify for help in ending their own lives. Kevorkian's third stated mission was to convince Americans that their rights are being infringed upon by bans on everything from smoking to assisted suicide. In 2008, at the age of 80, he failed in a run for Congress in Michigan. 01:11 AM ETAssisted-suicide machine among items up for sale in Kevorkian auction The machine used by the late Dr. Jack Kevorkian in more than 100 assisted suicides will be among the items up for sale later this month, the auctioneer and his estate announced. The Michigan pathologist helped spur an international ethics debate by helping suffering patients die and pushing for this practice to be legalized. His conviction in one such case landed him in prison for eight years. He died in early June at Beaumont Hospital in Royal Oak, Michigan, at the age of 83.Besides the noted Thanatron machine, which Kevorkian built, other items to be auctioned include some of Kevorkian's correspondences and invention ideas, a pearl flute, his doctor's bag, a master lock from prison and his signature blue sweater. People can also purchase provocative paintings that he created, which come with brief descriptions from the artist himself. A portion of the a uction proceeds will go toward the charity Kids Kicking Cancer at the request of the attorney for Kevorkian's estate and the late doctor's niece and sole living heir.

75+ Interesting History Research Paper Topics - Paperell.com

75+ Interesting History Research Paper Topics 75+ Interesting History Research Paper Topics Some people say that history is boring, and a lot find it completely obsolete. However, what most people aren’t aware of is the very fact that history teaches us not to repeat the same mistakes and it teaches us how to be noble and appreciate more the time we live in. Students are becoming keener on history, so they decide to come up with history research paper topics with thorough research of historical events to write about. However, if you are unable to come up with the most appropriate topic, we are here to present you with a list of very intriguing topics to focus on.How to choose a topic for a research paper?Not being able to make the right decision on what topic to dedicate your time to is more than understandable since history is the subject that gives you a vast choice. Therefore, a lot of students find themselves lost on how to choose a research topic when there are so many interesting history research paper topics.The best way to choose a good topic would be to focu s on historical figures that you admire or that you think that marked one period in history so much that they changed the present time as well. You don’t have to rely on writing about wars as you can write about festivals, games, and free time activities in certain past ages as well as mythology, mystery, and religion. Life in middle ages can be an interesting subject, for example.However, students who struggle with their writing skills can always buy a research paper online from reliable writing services that will teach them the art of writing on good history research paper topics. On the other hand, those who would like to try to write the papers themselves can get help with college papers online as well by working with a person who is an expert in that field.What’s more, when choosing the topic, make sure there are enough study materials because it’s important that you have resources you can lean on in case you ran out of ideas. Then again, you should, of cou rse, avoid plagiarism since this might severely harm your academic reputation. Therefore, if you are not sure how to provide the right citation and references, don’t hesitate to get help from people who can do it with eyes closed.Controversial topic in history for research paperFinding a subject that is going to spark other people’s interest and encourage them to read your writing assignment is not easy, but luckily, there are a variety of controversial research topics as well as debatable topics for research paper that can encourage other students to share their opinions on the subject. Here are just a few to help you start:Why has nationalism failed to become a primary source of identity in the Arab States, but it has everywhere else?How were women treated in the Soviet occupied zone during World War Two?What happened in Germany after the fall of Hitler and the Nazis?Did the Holocaust experiments achieve anything scientifically other than pointless cruelty?Why was co mmunism perceived as a bad system historically?Was the Spanish Inquisition morally justified?What sort of presence did the papal inquisitions of the 12-14th centuries have in England?Why is Niccolo Machiavelli considered the founder of political science?What’s the story behind the assassination of John F. Kennedy?Were the forms of state institutions a contributing factor to the Great Divergence?How free was the British press during the 19th century?Was the Six Days War a preemptive strike or an act of aggression?Who was Abu Hamid al-Ghazali and were his ideas good for the Islamic world?Did the Native Americans resist assimilation?Did the United States use atomic bombs on Japan to end the war or to prevent the Soviet Union from amassing influence in Asia?What led to the great immigration wave from Syria?Why is the fall of Constantinople in 1453 considered to be one of the saddest moment in the history of humankind?Topics about all the agesHistory covers so many ages and so man y times, and that’s what gives you the necessary variety in order to write a good research paper.Ancient history research paper topicsWhen you think about history, a lot of people focus on the two world wars without even taking into consideration the ancient history such as Ancient Rome, Ancient Greece or Egypt that provide so many interesting ancient history topics for research paper. However, not only Rome and Greece were interesting since you have many other populations who lived in ancient times but whose history is less known.What was mannerism like in ancient times, and how did people behave towards each other?How was winter warfare conducted during ancient history (5000BC to 500AD)?Were there protests and demonstrations in ancient times?What are the greatest infantry battles of ancient history?Who had the strongest military in ancient history?Did anyone ever object to the Gladiatorial Games in Ancient Rome on moral grounds?How were slaves treated in Ancient Rome and wh y they didn’t unite in groups to demand more rights?Was it a pure coincidence that democracy emerged in Ancient Greece and what led to it in general?What is the story of Theagenes of Thasos who was the strongest fighter in Ancient Greece?Why was Ancient Rome more influential that Ancient Greece?How did police work in Ancient Rome?What are some similarities and differences between Ancient Rome and Ancient Greece?What was the life of civilians like in Ancient Rome?How did philosophy become so popular in Ancient Greece?Who was Alexander the Great, and why is he considered to be one of the greatest leaders in history?Which people from Ancient Rome are worth admiration and why?Which people from Ancient Greece are worth admiration and why?What was the role of gods in Ancient Greece?How was ancient Egypt different from Ancient Greece and Rome?How did voting work in Ancient Greece?Middle Ages research topicsMedieval history, Middle Ages, renaissance represent a historical period of c hange, development but also of wars and new laws which leaves you with a lot of Middle Age topics. There are many stories about medieval history and renaissance, for example, which could be explored to a much greater extent.How did mixed-religion marriages work in the Middle Ages?How common was excommunication in the High Middle Ages, and how were these people treated?How did humans cope with poor eyesight in the Middle Ages?What crimes were common in medieval history?Who was King Richard III?Why were the Middle Ages considered to be the Age of Discovery?What differences in architecture existed between Early and Late Middle Ages?What led to the Byzantine revival?What was life like for the intellectuals of the Middle Ages?What was life like in Venice in the time of the Renaissance?How were North European High Middle Ages different from Italian renaissance?What events that happened in medieval times changed history?Did the Crusades set the stage for the greater stability of the High M iddle Ages?What was the life of an average person like in the Middle Ages in Europe?Was there much interest in the Qu’ran in medieval Europe?What discoveries were made in medieval Europe?Who was Nicholas of Cusa?Why 1492 a significant year?How was a renaissance in Russia different from the one in the western countries?How were cities developed in Medieval Europe?Modern world history topicsModern day history has been marked with plenty of negative events since there were two world wars, flu pandemic, decolonization but also the birth of the digital revolution which can be an endless resource of ideas for 20th-century topics so take a look at the ones below.What made nationalism a major issue in the 20th century?Why was the Eastern front different from the Western front during World War I?How did the US military transition from the Civil War in 1865 to World War I in 1914?Why were cubism and surrealism so popular in the 20th century?What was the status/role of women in the USSR through the 20th century?Why didnt any western countries intervene in Communist China in the mid-20th century?What was the role of Italy in WWII?Why did the Great Depression start in the United States?What were international relations like between the two World Wars?What happened between the two World Wars in countries that participated in World War One?What was Vichy France in WWII and what ideology it presented?What goods were mass-produced in the 20th century?What inventions marked the 20th century?Who were the most important leaders in WWII?Why are the 1920s called the Roaring Twenties?How did the world recover after World War II?What led to the Spanish Civil War in 1936?What happened to the British Empire after World War One?To what extent did mainstream Russian society adopt Soviet ideals?What was art and music like in the 20th century?What events marked the 20th century in Australia?Were there any states that could be called totalitarian that existed before the 20th century? What were the greatest presidential speeches in the 20th century?What caused so many empires to die out in the 20th century?What were the most significant inventions and technological advances in the 20th century?World history research paper topicsIf you would like to write a topic on world history but you cannot decide whether you find European, Asian, African or even history of Middle East interesting, you can rely on the following subjects that might help you narrow down your choice, or you can simply borrow one of ours.European history research paper topicsAs a continent, Europe, in general, was blessed with a very rich history that wasn’t always quite bright or positive if we take into account the wars and Inquisition, the Crusades and so many other events that made the continent as it is now. However, thanks to all those events, there are many interesting European history topics that you can explore.What led to Yugoslav wars in Eastern Europe?Why has Western Europe alwa ys been more developed than the East?What significant battles occurred in Central Europe?How was the English so ready to switch to the Church of England?Who were the cruelest rulers of France?What led to the French Revolution?Did any other country besides Russia use women soldiers during World War Two?Why was the Battle of Dunkirk of great importance in WWII?What really triggered World War One?What was Hitlers reasoning in attacking the Soviets during WWII?When did England and France shift from being enemies to being allies?Was the Holocaust the worst crime that occurred in Europe?What nation has had the most influential culture in Europe throughout history?What led to the rise of Gothic architecture?What was it like to live under Josip Broz Tito?What were the differences between feudalism in Western Europe and Eastern Europe?What led to the fall of great Yugoslavia?How did the Balkan wars reshape the map of Europe?Historically, what were some common stereotypes of Eastern Orthodox Christians in Europe?What was life like in Asian Soviet countries?Who was Gavrilo Princip?How did the Industrial Revolution change European countries?What led to the fall of the Berlin Wall and what came afterward?What was the Iberian Peninsula’s role in the World Wars?Why is Dutch colonization less known than the British or the French one?What factors contributed to the mass degradation of women in France during the aftermath of WWII?Why did Poland surrender so quickly in World War II?Why was Operation Barbarossa planned for when it was?Historically, what relations do the state of Germany and the church have?What was the Vikings influence on Normandy?US history research paper topicsThe United States of America is a very young country compared to the whole continents like Europe and Asia, but that doesn’t mean that there are no interesting US history topics to choose from. Therefore, make sure you read those below and get some idea on what you might want to write about .What is the story behind the civil war in the US?Why the US used two atomic bombs instead of just one in 1945?What were the most intriguing events in the time of colonization?How did the US fight for independence?How was America founded?Who were the first inhabitants of the USA?What culture and history did the Native Americans cherish before the arrival of Europeans?How were slaves treated in the USA?What led to the abolishment of slavery?What was the life of African-Americans like in the 19th century in the USA?How was the first Constitution written?What were the highlights of the Jeffersonian Republican Era?What is the story behind the Cold War?How did the US deal with the 9/11?What came after 9/11 in the modern history of the USA?Why was the attack on Pearl Harbor so significant historically? Why exactly did the Japanese attack the USA?How have taxes been introduced throughout the USA history?Why did the leaders of the American Revolution fail to establish equality for everyone? Who were the people behind the scene in the American Revolution?What traditions are related to Independence Day?Research paper topics on AfricaAs a continent, Africa is very rarely mentioned in the news so many people don’t really talk a lot about African culture and history through African countries also went through a lot of difficult situations with wars and crimes within the tribes. If you don’t want to write about Europe and the USA, then you should give Africa a chance since there are many interesting topics on Africa related to tribal lives as well as the development of the continent in general. In the list below, you can find some of the most intriguing topics about Africa.Why was South Africa determined to maintain apartheid?What happened in the Rwandan genocide?What was Africa like in the 1600s, was it similar to Europe and Asia?What are, historically speaking, the poorest countries in Africa and what led to the poverty of those countries?What are, historical ly speaking, the wealthiest countries in Africa and what lead to the wealth of those countries?Why did North Africa go from one of the wealthiest regions in the time of the Roman Empire to a regional backwater?What are some post-colonial troubles people in Africa had to face?Why did the Dutch move into South Africa?What is the story about Africa Campaign during World War II?What religions have been practiced in Africa?What makes the Democratic Republic of Congo different from its neighboring countries?What are some facts related to Ancient Africa?What were the most powerful empires from the 6th to the 18th century?What leads to the decolonization of Africa?What was the role of Africa in World War I?Why did it take until the 19th century for European powers to start colonizing Sub-Saharan Africa?Who was Idi Amin?What African leader did the most for his or her nation in modern history?What caused the Sudanese Civil War?What were the consequences of German Warfare in Africa in 1884?How were petroleum and oil discovered in Ethiopia?Who were famous authors coming from Africa?Middle East research paper topicsThe Middle East is considered to be the cradle of civilization. Therefore, you can be sure that there are some amazing research papers already written about this area of our beautiful planet. However, throughout the history, the Middle East was the center of trading, knowledge, and art so you can check the following Middle East research topics in order to find some of your likings.Was Genghis Khan’s decimation in the Middle East what led to dark ages for Islam?What are some less known facts about the Byzantine Empire?Who were the most powerful pharaohs of Egypt?What made the first great civilization of mankind, the Sumerians?Who was Sargon the Great?What empires spread over Mesopotamia?What are some significant events that happened in Pre-Islam Middle East?How did the Ottoman Empire spread to the Middle East?What came after the discovery of oil in Persia in 1908?Which countries in the Middle East have been economically powerful throughout history?What was feudalism like in the Middle East?What led to the creation of the United Arab Emirates?What were the reasons for British imperial expansion in the Middle East?Were the Crusades supported by Christians in the Middle East?What did the western world think of the Middle East in the 1800s and early 1900s?In what ways were Roman and Byzantine cultures adapted to and incorporated in the Middle East?What significant events changed the Middle East in modern history?

Cash for Clunkers Details

Cash for Clunkers Details Question: How does the Cash for Clunkers program work? Cash for Clunkers is a federal program designed to stimulate U.S. auto sales and help the environment by providing an economic incentive for consumers to replace old, low-mileage vehicles with new, fuel-efficient models that are safer and emit less pollution and fewer greenhouse gases. Answer: The basic concept is simple: if you trade in a low-mileage vehicle for one that meets a higher mileage threshold set by the Cash for Clunkers program, the government will provide up to $4,500 to help you purchase the new fuel-efficient vehicle. The details, of course, are more complicated. Under the Cash for Clunkers bill passed by Congress in June 2009, the passenger car you trade in must meet two criteria: The car has been registered and in use for at least a year (this provision prevents people from buying an old beater from a junkyard and trading it in for a new car);The vehicle must have a combined city and highway fuel-economy rating of 18 mpg or less.To qualify for the Cash for Clunkers program, the new car must be priced at $45,000 or less;The new car must have a federal fuel-economy rating that is at least 4 mpg better than the old car you’re trading in to qualify for a $3,500 voucher, or be rated at least 10 mpg better to get the maximum payment of $4,500. The rules for trucks are a little trickier. For light- and standard-duty model trucks, which include most sport utility vehicles (SUVs), vans and pickup trucks: The old vehicle must have a fuel-efficiency mileage rating of 18 mpg or less.The new vehicle must be rated at least 2 mpg better to qualify for the $3,500 voucher or at least 5 mpg better for the $4,500 payment. heavy-duty trucks The old truck you’re trading in must be rated 15 mpg or less.The new truck must be rated at least 1 mpg better to get the $3,500 voucher and at least 2 mpg better to qualify for the $4,500 voucher. work trucks The old truck has to be a 2001 model or older, and $3,500 is the only amount offered to help with the purchase of new work trucks. To compare vehicle mileage ratings for all model years back to 1985, see the interactive chart at www.fueleconomy.gov.

Analysing organisations Assignment Example | Topics and Well Written Essays - 3000 words

Analysing organisations - Assignment Example However, if a common, feasible and workable organizational culture is actualized or ‘operationalised’, the organization as well as the employees can coordinate and cooperate in a more effective manner, thereby achieving greater success. The blueprint for the success can only be formulated by an effective leader or manager. The leader following the paradigm of Functionalism or by becoming Functionalists can actualize an optimum organizational culture, according to the structure and situation of the organization, thereby solving many of its problems. As Functionalists fundamentally believe in the structure of the organisations and their necessity, they will focus on the problems that negatively impact that organization, and seek solutions for it. This assignment focusing on the organization, Starbucks and its leader, Howard Schultz will discuss how incorporation of optimum organizational culture fulfilled its ethical objectives, and importantly how it is line with Function alist paradigm. The assignment after discussing about paradigm, will review the literature about the functionalism paradigm and its relation to organizational culture, then will do the organizational analysis focusing on Starbucks and ending with conclusions and recommendations for further improvement. 2. Paradigmatic Perspectives: Functionalism As mentioned above, Functionalism focuses on how an organization or any entity exists and operates, based not only on its internal structure or constitution, but the way it functions. Because of this perspective only, organizations can focus on the problems that is impacting its functions, rather than focusing on its structure, and thereby come up with apt solutions. Although, the term ‘functionalism’ can be used to view as well as designate a variety of perspectives in different fields or disciplines, including psychology, sociology, economics, and even business environment, functionalism’ focus from philosophical perspe ctive provides apt meanings. â€Å"Functionalism in the philosophy of mind is the doctrine that what makes something a mental state of a particular type does not depend on its internal constitution, but rather on the way it functions, or the role it plays, in the system of which it is a part.† (Levin 2004). This philosophical perspective about Functionalism originated from Aristotle's conception and ideas of the soul, and also based on Hobbes's conception of the mind. Thus, Functionalism can be considered as one of the oldest perspectives or paradigms, which is at the same time, relevant to the current times in various fields. The other key perspective about Functionalism is, it will make the organizations or any entity function in a more organised and systematic manner, while analyzing the problems and coming up with solutions. â€Å"Functionalists sought to explain the mental processes in a more systematic and accurate manner. Rather than focusing on the elements of consci ousness, functionalists focused on the purpose of consciousness and behavior.† (Cherry). When Functionalism is focused on the basis of Ontological and epistemological assumptions, it gives different and interesting perspectives. Functionalism according to ontological assumptions is a paradigm which stays stable for a long time, and so it is available for study for a longer time. That is, without undergoing major changes, it could be realistic and can be

R Software to complete this task Coursework Example | Topics and Well Written Essays - 500 words

R Software to complete this task - Coursework Example The negative skewness implies that there are more data points on the left side of the histogram (negative side of a skew plot). One can conclude that the life expectancy across the 182 countries is well below 70 years. The scatter plot above barely indicate any form of correlation between internet usage and life expectancy. However, it is clearly indicative that as internet usage increase from 20 to 80, the life expectancy tends to stay above 70 years and steadily moves towards 80 years. This can be simply explained by the fact that increased internet usage leads to better health care awareness. Being exposed to better and healthy living habits and information through the internet may be the cause for increased longevity. The histogram for life expectancy in Europe also shows that the distribution is negatively skewed, but much lesser compared to the entire world life expectancy. The skewness coefficient stands at (-0.52496). However, looking at the bar plots above, there seems to be a reduced number of age data points on the left side. This means that Europe experience increased longevity compared to the world (Reimann et al.). A careful look at the histogram shows that between ages 60 to age 78, the distribution is symmetrical. However, when the age limit is extended above 80, the distribution becomes negatively skewed. The life expectancy in Europe is much higher compared to the 182 countries. The first histogram plot clearly shows that the life expectancy across the 182 countries is 70 years, while the second histogram plot shows that the life expectancy in Europe is at 78 years. Both histograms distribution are negatively skewed, however, Europe seems to have more access to information technology (internet access) which obviously has improved the living standard and heath care for the aging population. In addition, one can also conclude that since Europe has many developed markets, a huge proportion of the population is able to