Company Changes Over Time And It Is Easy For A Business Plan

A company changes over time and it is easy for a business plan to become out-of-date. In this case, you must amend your business plan. You must make the necessary alterations so that the new plan takes into account the new variables and addresses them to keep the business on track. Keep in mind, that you cannot see the future, so building a perfect business plan at the beginning is practically impossible. Don’t get frustrated when some things do not go as planned. Instead, alter your plan to take into account the changes. Daniel C. Finley, a former advisor and president of a business development consulting and coaching service agrees that your business plan must evolve over time, however he cautions you not to â€Å"over-adjust it.† He writes,†¦show more content†¦Goals allow you to gage the progress of your business. It prevents anyone from getting overwhelmed. It shows them how much they have accomplished rather than how much there is left to do. This leads t o a more positive work environment and increased employee happiness. An important aspect to the success of a business, that often goes unnoticed, is the happiness of its employees. If an employee is miserable doing the work they are given, then the willingness of this employee to go the extra mile for the sake of the company is extremely limited. The employees who are miserable with what they do for a living are the ones who care solely about the paycheck at the end of the week rather than the result of their work and its impact on the business. Employees should be happy in the workplace. It should be filled with positive energy because when an employee is positive and motivated, they tend to be more productive. Daniel Sgroi, in the Journal of Labor Economics, writes: In three different styles of experiment, randomly selected individuals are made happier either through the use of a short (10 minute) comedy clip or through the provision of drinks and snacks. We check that these methods make the subjects happier (they do) and then go on to show that these individuals have approximately 12% greater productivity than a control group. (Finley, Daniel C)

The Definition Of Science And Research Methods - 1189 Words

What is science? A brief elaboration of the definition of science and research methods INTRODUCTION Science is a complex activity, which may be defined in a number of ways. To unite both the process and the product of science, one way to define science is as a process of constructing predictive conceptual models (Gilbert, 1991). Gilbert (1991) states, when referring to Kuhn (1970, Lunetta Hofstein (1981), Miller (1978) and Stevens Collins (1980) that in essence, ‘’the definition of science includes virtually all of the products of science, is consistent with the expanded definition of models evident in the literature and unifies scientific fields which operate with diverse methodologies.’’ (p.73). With this statement, Gilbert†¦show more content†¦QUANTITATIVE VS. QUALITIVE RESEARCH The Oxford Dictionary defines research ‘’as a careful study of a subject, especially in order to discover new facts or information about it [..]’’. Research can be divided into qualitative and quantitative research. Many authors have elaborated about the qualitative-quantitative debate. Some different than the other, but not a lot of authors seem to prefer one method above the other. Many new articles come up promoting mix-method research where both methods are used simultaneously. Like many other authors, Hennink, Hutter Bailey (2011) elaborate in their book about the key differences between qualitative and quantitative research. This paper is based on, but not limited to, their findings. A characteristic of quantitative research is that it is based on positivism (Sale et al., 2002) in contrast to qualitative research that is based on interpretivism (Altheide Johnson, 1994; Kuzel Like, 1991; Secker et al., 1995) and constructivism (Guba Lincoln, 1994), which is a very clarifying explanation for the two terms. Quantitative research methods are based on one truth and leave no room for own interpretation, while qualitative research leave room for multiple realities and are open for interpretation (Sale et al., 2002). When doing a qualitative analysis you interpreted your data, oppose to doing a quantitative analysis, which is statistical. Regarding the

Radicalization French Revolution Free Essays

Reasons radicalization of French Revolution By the end of September 1791, the National Assembly announced that its work was done. In many ways, the Constitution of 1791 seemed to fulfil the promises of reform which had been first uttered by the men of 1789. All Frenchmen could now be proud that the following rights had been secured: equality before the law, careers open to talent, a written constitution, and parliamentary government. We will write a custom essay sample on Radicalization French Revolution or any similar topic only for you Order Now Hence, there was a sizeable faction within the National Assembly who were satisfied and claimed the Revolution to be at an end as its primary aims had been achieved. However, by 1792 the revolution moved in a more radical and violent direction. Why the revolution became radical is often debated, and there are essentially two main reasons as to why it did so. First, a counter-revolution, loyal to Church and King, was led by the noble and the clergy and supported by staunch Catholic peasants. This threatened the changes of the revolutionaries; therefore they turned to drastic measures. Second, the economic, social, and political discontent of the urban working classes also propelled the Revolution in the direction of radicalism. These were the small shop-keepers, artisans and wage earners, referred to as ‘sans-culottes’. Popular discontent and Jacobin agitation was evident in August as the city council was overthrown and the Commune of Paris was established. Despite the revolutionaries drafting a constitution, they now had no monarch as the royal family was under house arrest. By September the capital was in a state of chaos as more than 1,200 people were killed. This took place in order to maintain revolution and keep it moving forward. Although the constitution was already enshrined and the citizens had their freedom and liberties, there was still plenty of public dissent and disapproval as to whether or not these laws would help create a new government and prevent the country from breaking apart. The people had come this far and were not prepared to watch their efforts lead to failure or the restoration of an absolute monarchy. As a result of this radical forces were able to get citizens on side by claiming the constitution of 1791 did not meet the demands of all the people. Radicals led the Commune, discarded the old constitution and called for a National Convention to revise a new one. In January 1793, Louis XVI was executed and the Jacobins condemned their actions by claiming that the monarchy had to be abolished in order to eliminate as many of the royalist and monarchists that remained. France was declared a republic and it could be suggested that his death signified the emergence of nationalism as people remained loyal to the radicals. In addition to this, it highlighted the point where radicalism would dominate the revolution. The revolution faced strain as it coped with the weight of foreign war and civil war which caused the revolutionary leadership to grow more radical. Moderate reformers – the Girondins, had previously dominated the National Convention, but this was to change. Division within the convention began to emerge within the Convention as the Jacobins and Girondins desired different aims. Factional disputes resulted in the replacement of the Girondins with the Jacobins – the far more radical of the two. The Jacobins claimed it was their duty to save the revolution and their strengths helped gain them the support of the sans-culottes. It was the premise of the Jacobins that they should eradicate the â€Å"enemies† and secure the destiny of the revolution through the destruction of counter-revolutionary forces. The Jacobins managed to grip firm control of the Convention and the French Nation. Essentially, they were now the government. However, with the strain of civil war, economic distress and threats of foreign invasion, they realised strong leadership was required in order to save the revolution. The CPS assumed tight leadership in April 1793, and it has been argued that the reign of terror followed from this. The Committee ordered arrests and trials of counter-revolutionaries and imposed government authority. However, there was no turning back from the radical phase that the people had voluntarily entered. By summer, the reign of terror had spread over France, spearheaded by the infallibility of Robespierre, began persecuting even the innocent. It can be seen it was far too radical as even the moderate Girondins were accused of counter-revolutionary actions and expelled from the Convention. What was once a legislative, two-sided body had now become an authoritarian oligarchy led by radicals. It has been argued that this was a step backwards in the revolution as it imitated an absolute monarchy, without the safeguards of constitution. Around 17,000 people died as a result of the terror, and this was to be a stage in the revolution that could not be undone. In the summer of 1794 there seemed to be less need for terror and the republic seemed a reality. With the 9th Thermidor, the machinery of the Jacobin republic was dismantled. Leadership passed to the property owning bourgeoisie. The government then changed hands to the five-man directory and radicalism had been effectively thwarted. However, France was still at war with the rest of Europe and leadership began to pass into the hands of generals, which ultimately saw the emergence of Napoleon Bonaparte. France was not prepared for such social and political upheaval, and the resulting shift towards a republic would change the country forever. How to cite Radicalization French Revolution, Essay examples

The analysis of the text -May Day- by F. S. Fitzgerald free essay sample

The analysis of the text â€Å"May Day† by F. S. Fitzgerald. Francis Scott Key Fitzgerald (September 24, 1896- December 21, 1940) was an Irish American Jazz Age novelist and short story writer. Fitzgerald is regarded as one of the greatest American writers of the twentieth century. In his own age, Fitzgerald was the self-styled spokesman of the Lost Generation, or the Americans born in the 1890s who came of age during World War I. He finished four novels, left a fifth unfinished, and wrote dozens of short stories that treat themes of youth, despair, and age. Many admire what they consider his remarkable emotional honesty. His heroes- handsome, confident, and doomed blaze brilliantly before exploding, and his heroines are typically beautiful, intricate, and alluring. Fitzgerald started writing for periodicals, publishing early stories such as The Diamond as Big as The Ritz, later collected in Tales of The Jazz Age (1922). Fame and prosperity were both welcome and frightening; in The Beautiful and Damned (1922), he describes the life he and Zelda feared, a descent into ennui and dissipation. The Fitzgeralds moved in 1924 to the French Riviera, where they fell in with a group of American expatriates, described in his last completed novel, Tender Is The Night (1934). Shortly after their arrival, he completed his greatest work, The Great Gatsby (1925), which poignantly expresses his ambivalence about American life, at once vulgar and dazzlingly promising. Some of his finest short stories of this period, particularly The Rich Boy and Absolution, appeared in All the Sad Young Men (1926). His last work, the Hollywood novel The Last Tycoon (1941), was left unfinished at his death at 44 of alcohol-related causes. The text under analysis is an extract from the short story May Day. The text is about two friends, who are both twenty-four, Yale graduates of the year before the war. One of them is Philip Dean, a wealthy successful man, who is in his vacations in New York; the other friend is Gordon Sterrett, the straight opposition to his friend, an unsuccessful penniless man who is searching for a job in New York. In this extract Gordon Sterrett is begging Philip Dean to give him some money to make a fresh start. At the end they quite suddenly and definitely hated each other. The theme of the text is the conflict between rich and poor, . The introduction of the text is written in high-flown style. The setting is New York City at the end of the First World War (â€Å"There had been a war fought and won and the great city of the conquering people was crossed with triumphal arches and vivid with thrown flowers of white, red and rose†). The author shows pathos and triumph which is typical to chronicles and epic narrations with the help of different figures of speech, so he uses a lot of stylistic devises, such as epithets great and vivid city, triumphal arches, resonant wind of the brasses.  inversion: â€Å"There had been a war fought and won†¦Ã¢â‚¬ , â€Å"thrown flowers of white, red and rose†. The next part is narrated in the form of dialogue between two young friends. It is full of shortenings such as it’s, I’m, you’d, you’ll, I’ve, won’t, and , and vulgarisms: Every God damn thing†¦, I’ve made a hell of†¦.. The text is told in the 3rd person singular. Fitzgerald likes to include a lot of dialogue, not only to keep the readers attention, but also to elaborate on what was taking place throughout the story and give a more in-depth look into the lives of the characters in the story. The dialogues enabled the reader to feel as though you were a character in the story. Before a dialogue the narrator gives some background information indirectly to enable the reader to follow along with the interaction that is to take place between characters. Much of the detail he puts into the story act as a stage direction, similar to that of a play. The author introduced to a wide range of characters, though really there are only two types: the fortunate and the unlucky, the haves and have-nots. He represented them in a contrast. They are described indirectly through their actions, speech, thoughts, appearance. Fitzgerald could hardly make the distinction clearer than in the substantive opening chapter, which reacquaints old Yale graduates Gordon Sterrett (â€Å"his eyes †¦ framed below with the blue semicircle of ill health, heightened by an unnatural glow which coloured his face like a low, incessant fever†) and Philip Dean (â€Å"blond, ruddy and rugged †¦ Everything about him radiated fitness and bodily comfort†). Sterrett is down on his luck, and Dean finds that â€Å"there was something in his present misery that repelled him and hardened him, even though it excited his curiosity. By the end of the chapter, when Dean has loaned Sterrett five dollars, â€Å"they quite suddenly and definitely hated each other. † Firstly, the author depicted them in an opposition their appearance and clothing. They are described with the help of epithets: George Sterrett is a small, slender, darkly handsome man dressed in a shabby suit with ragged and linty shirt-cuff, faded and thumb-creased tie of former glory; while Philip Dean was blond, ruddy, and rugged under his thin pajamas. Everything about him radiated fitness and bodily comfort. He smiled frequently, showing large and prominent teeth., a family of thick silk shirts littered on the chairs amid impressive neckties and soft woollen socks. , dressed in blue silk pajamas, It was of very heavy silk, yellow, with a pale blue stripe and there were nearly a dozen of them, fresh underwear. The emotional state of main characters is rather different, too. It changes from enthusiastic, surprised and with a half-exuberance in the very beginning to anxious, depressive and with rising anger in the last paragraph: shook his head impatiently, . hated each other. Philip Dean is a self-affected person, also he is a former sportsman and the following details of his behavior â€Å"polishing the body, draping reluctantly, inspecting calves and knees, bestowing† depict it. Similarity â€Å"the sunshine which poured† expresses the excellent mood of the heroes. F. S. Fitzgerald vividly depicts his image by using â€Å"being unfairly saddled with responsibility† to distinguish Philip’s condition during the conversation. Thee author used the personification â€Å"eyes roved nervously around the room† and for his eyes â€Å"resting for a moment† shows how unconfident and shy Gordon was at the moment?when George was alone in the room. The metaphor â€Å"the morning sunshine poured into the room† is used to create a relaxing atmosphere to stress Philip’s confidence. The author implies the metaphor â€Å"I can draw like a streak† in order to prove his talent. Also one point is their voice, wh ich is changed, too. Firstly they spoke eagerly, gradually enthusiastic, moreover we can see some peculiarities of colloquial and literary speech â€Å"Weil, how was Gordy, old boy! † Im all in. , look all shot to lead the readers into the positive feelings of old friends. But during the conversation the situation changes so the voice becomes: miserable, shaking and trembling with a hesitant note and cold formalism, shook his head impatiently. Asyndeton Its an air of worry and poverty and sleepless nights was used in order to support the miserable emotional attitude of Gordon. In conclusion we can mention that Francis Scott Key Fitzgerald is considered a member of the Lost Generation, and key terms of Fitzgerald’s works Jazz Age, Lost Generation and American Dream. The main idea depicts it. This idea is the basis for such phenomenon in American culture as American dream.

Asthma Control and Treatment in Racial and Ethnic Minorities Essay Example

Asthma Control and Treatment in Racial and Ethnic Minorities Essay Example Asthma Control and Treatment in Racial and Ethnic Minorities Paper Asthma Control and Treatment in Racial and Ethnic Minorities Paper Abstract Asthma is the most common chronic diseases in the world. Economic and racial/minority disparities in the prevalence and extreme of asthma are researched well, with people belonging to low socio-economic status and racial/minority are more prone to have this chronic disease. It has been noticed that even after trying to control this disease, minorities and people from low socio-economic status are more likely to be hospitalized and yet still not treated fully. There is constant recurring of the same patients coming in for treatment of asthma. This tendency is particularly observed in the urban areas, where racial and ethnic minority who are normally economically disadvantaged people are exposed to asthma-related factors such as poor housing conditions, environmental tobacco smoke, crowding, air pollution, and other allergens. Additional research into these pathways is critical for the design of interventions to reduce the income and racial/ethnic discrepancies in the prevalence and ef fect of asthma as a leading cause of childhood morbidity. This paper discusses the prevalence, morbidity, mortality, factors contributing to a higher prevalence of asthma in racial and ethnic minorities. In the end the disparities in the asthma treatment in minorities is discussed. Asthma Control and Treatment in Racial and Ethnic Minorities Introduction Although asthma cannot be cured, effective treatments have been available for many years. Practice nurses can help to ensure these treatments are used effectively Asthma is defined as a chronic inflammatory disease of the airways that presents as diffuse airways obstruction and is reversible either spontaneously or with treatment. Prevalence, Morbidity, Mortality of Asthma In Racial And Ethnic Minorities Asthma is the most common chronic disease especially in children, and thus prevailing in approximately 4.8 million children in the United States. Asthma is one of the major reasons for hospitalization. Different researches have found out that there is comparatively greater prevalence of asthma in people who belong to urban, racial and ethnic minorities, and low-socioeconomic backgrounds. Prevalence rates of asthma belonging to these backgrounds are found to be 10 percent to 20 percent while the prevalence for US children is 6 percent. These outcomes show that there is increased difference in the prevalence of asthma by racial/ethnic group: in Hispanics, Puerto Ricans have the highest asthma prevalence rate (19.6%), which is three times the prevalence for Mexicans (6.1%). Other racial/ethnic minorities include non-Hispanic Blacks whose prevalence of asthma is (13.8%) and non-Hispanic Whites (11.1%). (Homa, Mannino, Lara, 2000) In the US in 2000, asthma’s morbidity was 474,000 a sthma hospitalizations and 11.9 million medical visits for the disease. Among the diverse U.S. Hispanic population, Puerto Ricans have the greatest annual asthma mortality (40.9 per million) followed by Cuban Americans (15.8 per million) and Mexican Americans (9.2 per million). In comparison, non-Hispanic whites had an annual asthma mortality of 14.7 per million, and non-Hispanic blacks had a rate of 38.1 per million. (Carr, Zeitel, Weiss, 2002) In the US today, patterns of childhood asthma prevalence vary greatly according to socioeconomic status and racial/ethnic background. The highest prevalence and morbidity have occurred among Black children, particularly children of low socioeconomic status residing in large urban areas. It is argued that these racial/ethnic and economic asthma patterns are largely accounted for by social and environmental characteristics). Not often addressed are differences in asthma prevalence within low-income, urban, minority racial/ethnic groups. (Gent, Holford, Leaderer 1996) In particular, epidemiological studies of childhood asthma prevalence have found significant differences among Hispanic subgroups, with Puerto Ricans having the highest rates and Mexican Americans the lowest rates. In the United States, asthma prevalence, hospitalization, and mortality are higher for Black/African American   (racial/ethnic minority) compared to White Caucasian (majority) children and adults. In a Southfield, Michigan, cross-sectional study of childhood asthma in an integrated middle class population, the lifetime prevalence of asthma was twice as high for racial/ethnic minority compared with children from majorities; this finding suggests that even in middle class communities unmeasured socioeconomic factors (e.g., racial discrimination, differential access to medical care, differential access to housing, differential patterns of medical care use), and perhaps biologic factors, may contribute to these disparities. (Chen, Fisher, Bacharier, Strunk, 2003) The disparity in asthma morbidity is greater than the disparity in asthma prevalence, which suggests that once asthma is established, many factors converge to make asthma worse for children and adults who are from racial/ethni c minority. Factors Contributing To A Higher Prevalence Of Asthma In Minorities Environmental Factors After taking into account exposures including cigarette smoke, body-mass index, air-conditioning use, city of residence, parental respiratory illness, parental education, only-child status, and single-parent household. Younger maternal age, residence in the central city, family income, low birth weight, and measures of overweight or obesity partially, but not fully, explain the increased prevalence of asthma among racial/ethnic minority compared with majority children. (Chen, Fisher, Bacharier, Strunk, 2003) Children from the racial/ethnic minority do not seem to have higher rates of asthma, but living in an urban setting, regardless of race or income, increased the risk of asthma. Housing Conditions and Indoor Environmental Exposures Including Allergens   The degree of housing disrepair has been associated with increased cockroach allergen levels, which has been demonstrated to increase childhood asthma morbidity in sensitized children. (Homa, Mannino, Lara, 2000) Certain allergens, such as cockroach, mouse, or rat, may be more potent sources of allergic or non-allergic airway inflammation, or environmental cofactors such as community stress may increase vulnerability to the effects of these exposures in sensitized individuals and since mostly people having such living conditions are likely to belong to urban areas and also minorities (as explained earlier). Maternal Cigarette Smoking The respiratory health effects of smoking have been well documented. Maternal cigarette smoking is associated with high risk of asthma prevalence in early childhood, and with high risk of asthma morbidity, wheeze, and respiratory infection in children. Cigarette smoking varies by ethnicity and by national origin, and cigarette companies have targeted minorities in an attempt to increase smoking where rates have traditionally been low. Disparities in Asthma and Somatic Growth (Low Birth Weight, Pre-maturity, and Obesity) Smoking and other environmental factors influencing both fetal growth and asthma are more prevalent in many (but not all) socio-economically disadvantaged populations in the United States. Pre-maturity and low birth weight adjusted for gestational age can be influenced not only by maternal smoking, but also by placental insufficiency, maternal fetal nutrition, infection, and maternal psychological as well as physical stress. (Waser, 2002)The risk of all these environmental influences on adverse fetal growth may be higher in many socio-economically disadvantaged U.S. groups, increasing the risk of pre-maturity and low birth weight. Underweight and obesity may both be risk factors for wheeze or asthma, and paradoxically, they may even have similar origins in fetal life or early childhood. (Holgate, Price, 2005) The circumstances of urban living and socioeconomic disadvantage, as well as cultural factors, may contribute to obesity. Stress There is a renewed interest in the influence of psychological stress on asthma. Various socio-demographic characteristics (e.g., lower social class, ethnic minority status, gender) may predispose individuals to particular pervasive forms of chronic life stress, which may, in turn, be significantly influenced by the characteristics of the communities in which they live. (Busse, Kiecolt-Glaser, 1994) Minority group status may predispose individuals to pervasive chronic stressors (e.g., discrimination, racism) and societal factors that link minorities. Disparities In Asthma Control And Treatment Asthma is one of many chronic diseases in the United States in which disparities in treatment and access to care have been documented. Even those with apparently equal access to the same health care system may experience disparities in care, and communication with the medical system is far more subtle than expressions of overt racism. (Freidhoff, Togias 1996). Substantial disparities in children’s health and use of health services persist across racial, ethnic, and economic groups in the United States. Disparities in care for Hispanics and African Americans with asthma are well documented. Unfortunately, many patients with asthma suffer because of inadequate care provided by healthcare professionals. (Schaafsma, Raynorr 2003) Poor adherence by the patient to prescribed management, lack of access to care, or a combination of these problems are some the other key factors that result in increased morbidity and mortality. Difficulty in English language proficiency has been reported to have a significant impact on multiple aspects of the health care experience of Hispanic children, including access to care, use of services, and health outcomes, with some studies finding that English language proficiency explains much of the impact of Hispanic origin on barriers to care and on differences in pediatric care. (Sullivan, 2003) For parents with limited English skills, the availability of medical providers and office staff with whom they can clearly and comfortably communicate may be indispensable for ensuring adequate access to health care for their children. Race/ethnicity, language, and family economic status are closely associated with each other and with other factors that may influence health care experiences. Owing to this interrelatedness, it is important for understanding health care disparities and policy recommendations to evaluate these factors simultaneously to see their independent effects. Oth er related factors may include insurance coverage, child health needs, and geographic location. Access to health care is limited for children with no medical insurance coverage. (Weiss, Sullivan, 2001) Black and Hispanic children are more likely to lack health insurance, with Hispanics consistently found to be the most uninsured ethnic or racial group of children. Health insurance can have an important buffering effect on access to care among disadvantaged children, with public insurance helping to bring poor children closer to the levels of non-poor children with private insurance. However, disparities in care and the location of care can remain despite the provision of insurance. Children from different race/ethnic and economic backgrounds differ in the locations where they reside and in their health status, each of which can impact available options for care and interactions with medical providers.   (Britton, 2003) Secondhand cigarette smoke is documented to negate the benefit of inhaled corticosteroids in inner-city children. Unfortunately, many patients with asthma are smokers, including adolescents. It is generally found that people belonging to low socio-economic status are usually from the minorities and thus do not have enough income to afford the expensive medicines for treatment. (Clark, Brown, Joseph, 2002) Physicians normally know their economic status and avoid prescribing expensive medicine which is actually required to treat the patient of asthma effectively. At this point in time, the physicians prescribe those medicines which are easily available and easy to buy even for the poor family. This results in in-effective treatment of poor asthma patients and thus they tend to get hospitalized again and again which no output. Poor environmental control contributes to bad outcomes for inner-city children, while reduced exposure to aeroallergens improves outcomes. Significant racial disparities in asthma treatment have been found among patients in analyses of several state Medicaid programs. While Hispanics and blacks had a significantly higher rate of visits to the emergency department for asthma as compared to whites, the number of filled prescriptions for inhaled corticosteroids and visits to asthma specialists were more common in whites as compared to Hispanics and Blacks. (Britton, 2003) Although the mental health of the parents is not usually considered in analyses of pediatric asthma control, one study found that an independent risk factor for emergency department visits among minority children with asthma was the presence of depression in the mother. Conclusion Income, which is associated with race/ethnicity, explains some but not all of the disparity. Economic disadvantage is an important factor in the racial/ethnic readmission gap; however, the analysis shows that the observable economic factors do not fully explain the gap. The simple ability to afford health care does not fully explain outcomes. Health insurance plays an important role in the proper management of asthma. Medicaid patients have readmission rates that are 50% higher than privately insured patients, which show that improvements must be made in the discharge and follow-up of Medicaid patients. (Britton, 2003) Yet again, the racial/ethnic gap in readmission is not explained by Medicaid coverage. There are racial/ethnic differences in the prescription and the use of preventive medications within the Medicaid population. The effects of individual environmental factors on asthma morbidity and asthma development are likely to be modified by other environmental factors and by genes. (Freidhoff, Togias, 1996) With the exception of cigarette smoking cessation, policy makers should be cautious when recommending global solutions for protection against development of early-life asthma, given the lack of certainty regarding factors influencing asthma development and the likelihood that individual responses to environmental interventions will be significantly modified by genetic and other environmental factors. It is not trite to say that â€Å"more research is needed† to improve our understanding of factors responsible for disparities in asthma prevalence. However, where community-level or individual-level interventions have been demonstrated to decrease asthma morbidity with reasonable certainty, policy makers should develop the means to apply the lessons learned through changes in governmental and social policy as well as through recommendations to individuals. Subsequently, the outcome of changes in policy should be systematically evaluated. In the United States, effective reduction in disparities in asthma morbidity will be dependent only in part on specific measures like establishment of smoking cessation programs, home allergen reduction in sensitized asthmatic children, physician feedback, and/or health education. The long-term success of any of these specific measures is likely to depend, in great part, on more general improvements in living conditions and life opportunities . References Britton J. 2003. Parasites, allergy, and asthma. Am. J. Respir. Crit. Care Med. 168:266–67. Busse W, Kiecolt-Glaser J, 1994. Stress and asthma: NHLBI Workshop Summary. Am. J. Respir. Crit. Care Med. 151: 249–52 Carr W, Zeitel L, Weiss K. 2002. Variations in asthma hospitalizations and deaths in New York City. Am. J. Public Health 82:59–6. Chen E, Fisher EB, Bacharier LB, Strunk RC. 2003. Socioeconomic status, stress, and immune markers in adolescents with asthma. Psychosom. Med. 65:984–92. Clark NM, Brown R, Joseph CL. 2002. Issues in identifying asthma and estimating prevalence in an urban school population. J Clin Epidemiol:55: 870-881. Freidhoff LR, Togias A (1996). Inadequate outpatient medical therapy for patients with asthma admitted to two urban hospitals. Am J Med 1996; 100:386–394. Gent JF, Holford TR, Leaderer BP. 1996. Asthma among Puerto Rican Hispanics: a multiethnic comparison study of risk factors. Am. J. Respir. Crit. Care Med. 154:894–99. Holgate S, Price D, 2005 Asthma out of control? A structured review of recent patient surveys. BMC Pulmon; 6 (Suppl 1): S2. Homa DM, Mannino DM, Lara M.2000. Asthma mortality in U.S. Hispanics of Mexican, Puerto Rican, and Cuban heritage, 1990–1995. Am J Respir Critical Care Med; 161:504–509. Schaafsma ES, Raynorr DK, 2003. Accessing medication information by ethnic minorities: barriers and possible solutions. Pharm World Sci; 25(5): 185-90.   Sullivan S. Asthma in the United States: recent trends and current status. J Manag Care Pharm. 2003; 9(suppl 5):3-7. Waser M. 2002. Environmental exposure to endotoxin and its relation to asthma in school-age children. N. Engl. J. Med. 347:869–77. Weiss K, Sullivan S.2001 The health economics of asthma and rhinitis, I. Assessing the economic impact. Journal of Allergy Clinical Immunology;107:3-8.

U S Involvement in Vietnam From Truman through Johnson essays

U S Involvement in Vietnam From Truman through Johnson essays The United States first got involved in Vietnam when President Harry Truman extended official international recognition of Vietnam, Laos, and Cambodia on Feb. 7, 1950 (according to Professor Sandra Whittman, Oakton Community College, Des Plaines Illinois). This recognition by Truman was by way of taking sides with the south, as the north's communist-led aggression led American presidents to fear the "Domino Theory": when one country falls to the communists, such as Korea, others will fall like dominos, too; and if Vietnam was to fall, Truman, and later Eisenhower believed, all of Truman set up a group of "advisors" known as the Military Assistance and Advisory Group (MAAG), to advise the French, as they fought communist- led insurgents (Viet Minh) in the north of Vietnam. Truman initiated the training of "unconventional warfare operations and forces." And when the French were defeated by the Viet Minh at the battle of Dien Bien Phu, President Dwight D. Eisenhower established a CIA military mission in In July, 1959, the first American military deaths occurred as two "advisors" (soldiers) were killed. By 1961, under President John Kennedy, there were 1,500 Americans in South Vietnam. In August, 1964, President Johnson responds to an alleged attack on the U.S. Navy (in the Gulf of Tonkin) by getting Congress to approve the bombing of North Vietnam and later (in 1965), Johnson sends ground troops. Up to a half a million troops are engaged by the late 1960s. Question: What was the common link between all four U.S. presidents' Answer: Communism and the "Domino Theory." What caused the U.S. to commit to the war' The goal was stopping the communists. ...

Health Care Organizations, Mayo Clinic Case Research Paper

Health Care Organizations, Mayo Clinic Case - Research Paper Example This research paper examines health care organizations such as Mayo Clinic. Mayo Clinic positions itself in the topmost position in the market among many other rival players. Other than this, Mayo Clinic also enhanced its brand image and reputation in the market due to its vision to offer high preference to the needs and requirements of the patients as compared to others. However, in order to fulfill the needs of the patients in effective way, it works in collaborative way in diverse teams. As a result of which, Mayo Clinic became successful in amplifying its brand image and sustainability in the market among many other existing contenders. Furthermore, due to its honest work ethics, it became successful in attracting a wide range of patients of varying income groups and cultures that amplified its prosperity and profitability to a significant extent. Due to which, the consistency and popularity of the organization of Mayo Clinic increased that amplified its market share among others . The paper shows strengths of the Mayo Clinic: highly skilled Work-Force, 24 hours services, high quality of care and high advanced machines. It also describes Mayo Clinic's weaknesses: human resource roles need to be evaluated, confused signals to the patients, high experienced staffs need to be recruited. The research paper explores opportunities of this organization, gives overview and assessments of services provided by Mayo Clinic, explains competencies and resource of Mayo Clinic, identification of stakeholders of Mayo Clinic etc.

Impact of technology automobile Research Paper Example | Topics and Well Written Essays - 2250 words

Impact of technology automobile - Research Paper Example Most of the automobiles are dependent on petrol or diesel to run. This ground breaking technology is a blessing to the human race as it is capable of covering long distances within minutes (Abernathy, 1976). The intention of this research work is to cover all the major aspects of the automobile industry from its inception till date. How has this technology facilitated human beings and in what ways transactional activities have been affected? Discussion of positive and negative impacts of this technology will be illustrated along with its role in the society. Advantages and disadvantages of automobile industry and societal horizon will be demonstrated. The role of political invasion, economic side and massive usage will be critically examined so that all the essential parts would be covered. Environmental changes that have taken place due to this technology and its impact of people’s health remains the essence of this research work which will be scrutinized. In the last alterna tives to this technology along with the conclusion will be exemplified to present a clear picture about its impacts. Inception and Progress Historically it is reported that the first automobile was designed in the year 1672 for the Chinese Emperor, which neither had seating arrangement for the driver nor for the passenger. Emperor alone had to drive it. Another mechanical automobile was built in the year 1769 which was a stream powered tricycle created by Nicolas Cugnot. He built furthermore two tractors for the French Army to have a competitive edge in wars. His technology was dependent on the supply of water and steam that is why it could not sustain for long (White, 1971). (Abernathy, 1976) demonstrates that many innovational steps were taken in the preceding years by the different inventors but a promising automobile was yet to come. A French inventor Gustave Trouve presented his three wheeled revolutionary tricycle in the International Exposition of Electricity which was powere d by electricity. This was a big step taken at that time and got huge applause from the fellow inventors. Karl Benz- a German engineer is however considered as the father of the modern automobile technology. Benz designed his first engine in 1878 and got its patent in the year 1879. He produced his first Motor wagon in 1885. He brought his automobile technology into the consumer market in 1886 under the flagship of his company; Benz & Cie. After the inception of Benz technology in the market, rapid changes were seen in the industry and many French and German engineers came up with the innovatory automobile production. Companies like DMG and Ford emerged afterwards and gain huge acceptance and accomplishment in the market. Previously automobile technology was dependent upon steam, water and electricity but in the later years this was shifted to gas, petrol and diesel. In the later years focus came into designing of the exterior and interior of the cars came so that it would appear fi ne-looking. Comfortable seats and other technological specifications were uploaded making them eminent and impressive (White, 1971). Automobile industry is a big success in the technological world and the engine designing has been improved a lot. It has been more than a century since the inception of the first modern engine and till date massive advancements

Explain the guiding theory to which you adhere, combination of two Essay

Explain the guiding theory to which you adhere, combination of two theories, an integrated model of several theories or one dist - Essay Example I have compared aspects of Adlerian therapy, which to me seems to be a type of reform or broadening of the Freudian approach to psychotherapy to increase its application by focusing on family issues and personal problems, but decided that the Existential Theory represented by Carl Rogers and others would finally be the best field to specialize in for addiction therapy. I would like my work in addiction to relate to social functioning as a type of healing for the disfunctionality in the person suffering from substance abuse. When that person is able to return to a normal daily life and take part in activities that represent his or her own goals of self-realization, I feel that the counseling process will have been successful. In order to assist the individuals with this recovery process, there should be a combination of methods integrated into the counseling practice, and these should be based in a broad understanding of the schools of psychology and their unique benefits for treatmen t. I am personally focusing on Existential Therapy, Gestalt Theory, and Person-centered approaches for my counseling practice. ... In getting to know the people seeking treatment personally, the first aspect of counseling is to look through the substance abuse itself as a symptom to the deeper causes. An important aspect of this is being able to recognize aspects of abnormal psychology which may have roots in degenerative mental illnesses from adjustment problems and substance abuse related to traumas, childhood abuse, coping problems, peer pressure, or other factors that may have led to the behavior initially. The assumption in this process is that in identifying the root cause of the mental origin of the substance abuse problems by counseling, there can also be a conscious recognition of that issue by the person, and through this understanding the problem can be healed as that person becomes aware of methods through which the problems can be positively overcome. In seeking to provide an assistance role for these people to return to normal functioning in society on their own terms, the importance of Existential Theory in counseling becomes clearly evident. One assumption this method includes is that drug addiction and particularly the self-destructive aspects of it that lead people to counseling and recovery therapy are related to â€Å"deeper† problems of self –development and not genetically conditioned or caused by physical addiction to drugs like heroin or cocaine. Where there are physical addictions, these must be eliminated before the counseling can really progress, but in addiction therapy relapses are common so that the person may be constantly moving between treatment, substance use, abuse, and counseling. Thus the â€Å"detoxification† stage should be distinguished from the â€Å"treatment† stage, and the recovery itself proceeds from the treatment as the individual returns to normal

Food Cart Starting Mobile Catering Business Marketing Essay

Food Cart Starting Mobile Catering Business Marketing Essay Mobile catering business has become a ubiquitous feature of urbanization in many countries around the world. Countries such as the UK are a classic example of the popularity of this business, and a number of mobile catering vans can be spotted at the busy destinations of London and other cities. The good part about this business is that almost anyone with a basic knowledge and experience of food catering services may enter this business. It does not require much financial investment to start this business. At the same time, this business offers enough flexibility for the entrepreneur to scale up the scope of business along with the rise in market demand. Before going ahead with the steps of setting up the mobile catering business, it is important to understand what kind of vehicles can be used for this business. Food Cart: Starting Mobile Catering Business A food cart is a sort of trailer that has no motorized operation. It has to be manually hauled to the point of sale. Usually, such food carts operate in public areas such as parks, picnic spots, or busy sidewalks. Such carts normally maintain an automated heating or refrigerating equipment to keep the food absolutely ready to serve instantly. Mostly such carts sell snacks, breakfast items, or desserts such as Ice creams. Catering Van: Starting Mobile Catering Business A catering van is generally a motorized vehicle that can be moved from one place to another easily. It sells a substantially higher volume of food than a food cart, and caters to a bigger clientele. Ice cream vans are a common example of such catering vans in the UK. Their immense popularity among the customers has made mobile catering business into a highly lucrative business opportunity for many new entrepreneurs. Food Truck: Starting Mobile Catering Business A food truck is a larger vehicle converted into a mobile kitchen with a commercial built-in grill, a deep fryer, freezer, and other automated cooking gadgets. Due to the better availability of space and more equipment, this vehicle is able to offer a larger variety of food items to the customers, and manage larger volumes with efficiency. Fish and Chip vans in the UK are a good example of such food trucks. Concession Trailer: Starting Mobile Catering Business A concession trailer is not much different from a mobile kitchen, except that it is a stationary vehicle. Therefore, such trailers are ideally suited for large public events such as fairs and community celebrations where a large number of people are expected to converge over a period of few days consecutively. Such trailers add to the facilities and atmosphere of the event, providing the visitors with plenty of opportunities to enjoy different types of food at low cost. Anyone can launch a mobile catering business successfully, if one follows these basic steps to set up the business: Step 1: Setting up the kitchen facility The first step in this business is to decide whether the kitchen facility will be set up within the mobile van unit, or at another location. If the business owner decides to use his own home kitchen to prepare the food, it is important to obtain the approval of the local regulatory authorities in advance. Only after the conditions of the local law have been satisfied, the commercial kitchen can be operated out of home. Setting up the commercial kitchen may have to include separate provision for storage and refrigerating facility, dish-washing equipment, sufficient surface area for cooking, and larger size of cooking equipment. Step 2: Deciding the menu and the pricing A crucial part of the mobile catering business planning is to choose the menu, and decide the right pricing. This is the most sensitive business decision that may influence the destiny of the business over a period of time. A basic market survey and research can help to understand the local taste and preferences of food, and to identify the potential food items that are in high demand which is waiting to be satisfied. Similarly, the pricing must also be decided carefully to ensure that it competes successfully with other market players, and makes a reasonable profit margin for the business owner at the same time. Step 3: Organizing the mobile catering vehicle There are various options for vehicles available before the entrepreneur in a city like London or other cities within the UK. The choice of vehicle depends upon the ready availability of a vehicle, or the personal preference of the entrepreneur, and also keeping in mind the available financial budget for the business. The size of vehicle will also depend upon the scale of the business that the entrepreneur has planned. The heating, refrigerating, storage and preservation equipment within the vehicle will depend upon the kind of menu that has been decided for the mobile catering business. A fully functional kitchen may also be organized within the vehicle, depending upon the business plan of the owner. Step 4: Advertising and Marketing the Mobile Catering Business In the times of stiff competition, even a seemingly simple business such as mobile catering also cannot afford to ignore the importance of advertising and marketing. The menu of the business can be designed in such a way that it also serves as a brochure and advertisement for the business. Special brochures to advertise the business may also be printed and distributed to the local commercial establishments in the area to attract the potential office-goers to patronize the business. The mobile van itself can serve as the biggest advertisement for the business. The branding and slogan of the business must be displayed prominently and creatively on the vehicle. Usually the mobile vans in the UK and other countries can be seen parked in major locations where they can have high visibility for the local traffic in the area. Therefore, maximum advantage must be drawn by advertising on the mobile vehicle. Another key idea for many mobile catering business operators who are looking for alternative places to establish their kitchen can be to rent space at a local restaurant or a local church or hall. Such places do not normally use their commercial kitchens in the early morning hours, and many of them are happy to rent out their kitchens by the hour. This opportunity can be available by the mobile caterer who can make long-term tie-up with a local restaurant or other commercial kitchen, and use their facilities in the early morning hours to make his food ready for the day. With these innovative steps, it is possible to set up the mobile catering business successfully with a low investment. Over a period of time, as the business grows, the entrepreneur can expand the scope of the business by adding more facilities and more vehicles for the business.

America Censored: A Battle of Rights Essays -- Censorship Censoring Me

America Censored: A Battle of Rights Welcome to the United States of America. This is the Land of the Free and the Home of the Brave. A place where our forefathers once gathered and drew up the foundation for which we live our lives. The Constitution of the United States grants us a certain amount of freedoms for which we cannot be punished for. The first amendment to this constitution of the Constitution allows us the freedom of speech, religion, the right to assemble, and to express ourselves in a way in which we feel fit. Under this amendment, people such as musicians and newsmen and able to write and speak what they feel without being told that it is wrong. They cannot be manipulated to change their thoughts or views on a topic, or can they? Even though the first amendment protects freedom of speech and press people everyday fight not to be censored because they write and speak what they feel. When people are censored for speaking their mind, it shows that the first amendment is nothing more than a falsehood that pr otects some but not all. Letà ­s start this off at the very beginning. What is Censorship? According to The American Heritage College Dictionary to censor is, "To examine in order to suppress or delete anything considered objectionable" (American Heritage College Dictionary 226). So basically it is when a select group of people go through books, movies, and music, and ask that anything that might be seen as offensive to a group of people or anyone in general be removed from the publication. Right away you can see how by doing this a personà ­s first amendment is being violated. If, as Americans, we are granted the freedom of speech and expression then having something you write or say censored directly violates th... ... day they die. Why donà ­t we let them use it and everyone just worry about themselves. If you donà ­t like something then stay away from it. Ità ­s as simple as that. If it wasnà ­t for the first amendment people like Tipper Gore wouldnà ­t even have the freedom to speak her mind of what she was against. I think people need to step back from trying to act as god and control their lives. The freedom of speech and expression is one of the greatest things that we, as a country, have. How many countries out there can you get arrested for speaking out in public on an issue. The first amendment is such a great thing but it needs to hold true for all. If something is censored it is as if the government is playing favorites and if that holds true then we are not a free country at all. For everyone out there who is against censorship I have just one more thing to say to all of you...

Abortion Outline 3

Why choose Pro-Life over Pro-Choice Thesis: Although convenient, abortions are cruel, and inhumane alternatives to pregnancy. I. What is abortion? A. Abortion is the termination of a pregnancy, either by choice, or for medical reasons. B. There are two possible ways to terminate a pregnancy (pill and in-clinic. ) C. There are also two kinds of abortion. Therapeutic abortion, which the baby is aborted for the safety of the mother, and elective abortion, in which the abortion is performed due to a choice that the mother has made for an unborn child. II. What is life? A.Most people who feel strongly of abortion and religion believe that life is created upon conception. (egg + sperm) B. Viability is when the fetus is 18 weeks old, and can live outside the womb. The fetus can still be aborted at 18 weeks, but if it were outside the womb, it would have the legal rights of a person. C. At three weeks old the fetus’ heart begins to pump blood to the body. III. Why is abortion chosen o ver adoption, or keeping the child? A. Some women feel its incontinent. B. Rape or incest only accounts for less than 2 percent of abortions. C. Since its not mandatory, some women don’t know the alternatives. IV.How is an abortion performed? A. There are 2 ways it can be performed. B. Aspiration abortion is the most common method of abortion. C. The average time for an abortion to be performed is 10-20 minutes. V. What are the legal attributions in an abortion? A. Abortions are 100% confidential (unless the patient is under 18. ) B. Obama’s executive order won’t protect the unborn. C. Since 1973 it has been the responsibility of 7 non-elected judges on the Supreme Court to make decisions on abortions for our nation. VI. Will the mother suffer any complications? A. Post traumatic stress disorder is very common among mothers. B.Many mothers suffer complications if they become pregnant after their abortion. C. 47% of women who have one abortion will have another. VII. Should abortion be illegal or just frowned upon? A. 53% of Americans believe that abortion should be legal in some circumstances. B. 22% believe that it should be illegal in all situations. C. Banning abortion, would make it a violation of human rights to some. VIII. Does ethnicity affect abortion statistics? A. African American women are almost 5 times as likely to have an abortion than a white woman is. B. The two main ethnicities that have abortions are Caucasian and African American.C. Most Mexican Americans are Catholic, and Catholics only contribute to 27% of abortions. IX. Abortions aren’t always performed in a safe environment. A. Unsafe abortions kill upwards of 70,000 women each year. B. Africa has the worlds highest maternal mortality (100x more than developed countries. ) C. In Latin America 21% of maternal deaths are associated with unsafe abortion. X. Unborn babies have characteristics of humans outside the womb. A. By 20 weeks fetuses have pain receptors. B. At 4 weeks fetuses can hear C. At 5 weeks the fetus is just a sac of DNA. XI. Abortion is not globally acceptedA. Abortion in Eastern Europe is higher than any other developed country. B. In Russia where abortion is legal 19/1,000 women have abortions. C. Whereas in Poland where abortion is illegal and highly frowned upon, not 1 % of the population has abortions. XII. Differences between pro-life and pro-choice. A. Pro-life tends to be more of a republican base and believe that everyone has a right to life. B. Pro-choice are more of a Democrat base and believe that a woman has the right to be in control over her body. C. Most people don’t know the extent of abortions, and their specific procedures.

Essay Sample on Mathematics The System of Linear Equations

Essay Sample on Mathematics The System of Linear Equations PATTERNS WITHIN SYSTEM OF LINEAR EQUATION A system of linear equation is basically dealt with in the algebra unit. It is a collection of the linear equations involving variables of the same set in the in the equations that are involved. For example a 2Ãâ€"2 system of linear equations includes: x + 2y=10 3x + 4y=15 Here in both the cases the equations only involve two variables that is x and y and no other variable is included. In the example of a 33 system of linear equations it mostly includes the variables x, y and z for example; 2x + y-z =11 x- 2y + 2z =-2 3x-y+2z =5 Where only the three variables are involved There are also various properties of the patterns of the linear systems. We will start with the consistency property. If the systems of the equations have common solutions, then they are said to be consistent. This therefore means that graphically the lines should be straight lines. The independence property is also termed as the linear independence. The systems of equations are usually independent since to start with, they are derived algebraically from others. For example the system 3x+4y =9 and 6x +8y =18. There are different ways of solving the systems of linear equations that includes; The elimination of variables The substitution of variables technique The row reduction method The crammers’ rule The matrix method In the mathematical field, the general linear equation in the x and y is Ax+By=C where both the A and B in the equation are not zeros. The y-intercept in the line is the y-coordinate of that point where graphically, the non-vertical line that is drawn either manually or graphically intersects the y-axis. Also, the x-intercept is the point where the non horizontal line crosses the x-axis. Therefore the most general equation for a line with slope m and the y-intercept passing through b as the y intercept is written as y= mx + b. Therefore, one can easily find the slope and at the same time the y-intercept of any line. For example finding the slope and the y-intercept for 4x+5y=40 Solution: first and foremost, solve the equation for y to put it in the slope intercept format 4x+5y=20 5y=20-4x y=4-4/5x y=-4/5x+4 therefore the slope m=-4/5 and the y intercept is b=4 Consider this 2Ãâ€"2 system of linear equations 4x+3y=7 3x-2y=9 When we examine our first equation 4x+3y=7, there is a pattern in the constants of the equations used. Here 4 is the constant associated with the variable x and it therefore precedes the variable x. Also 3 is a constant that is preceding the variable y and the equation results to 7. In the second equation, 3x-2y=9, the constant 3 precedes our variable x and the constant -2 precedes the variable y making the equation to result to 9. It is also clear that in the two equations, the constants both have a difference of one. Solving the equations simultaneously, we first multiply the first equation by 3 and then multiply the second equation by 4 in order to eliminate the variable x and solve for the variable y. The equation then becomes; 12x+9y=21 12x-8y=36 17y=-15 Therefore solving the equation yields y=-15/17. Putting the value of x in any of the solution to obtain the value of x; 4(x) +3(-15/17) = 21 X=41/17 Graphically the system of equation is solved as This is first done by putting the two equations in the form of y=mx+b. The solution of the equations is by observing the point of intersection of the two lines that are plotted graphically. In this system of equation the solution therefore is (41/17, -15/17) Consider this 2Ãâ€"2 system of linear equations x+2y=3 and 2x-y=-4 The two equations are linear because the unknowns only appear to the first power, no unknown in the denominator of a fraction is in the equations and there are no products of unknowns. Therefore, the most general linear equation is a11x1 + a12x2 ++ a1nxn=b1 a21x1 +a22x2++a2nxn=b2 am1x1+ am2x1 +..+amnxn=bm m With unknowns x1, x2..xn and coefficients a1, a2an . In x+2y=3, the constant is 3 and the unknowns are x and y whereby x= 3-2y and y= (3-x) à ·2. The gradient of the linear equation is -1/2 and the y- intercept is 3/2. The gradient is negative therefore it is negatively sloped. In 2x-y =-4, the constant is -4 and the unknowns are x and y where x= (y-4) à ·2 and y=2x+4. The gradient of the line is 2 and the y- intercept is 4. The gradient is positive and therefore positively sloped. Each of the unknown variables can be solved using the graphical calculator in the matrix calculation area [1 2: 3] and [2 -1: -4] The inverse is The solution therefore is; 1 2: x =3 2 -1: y =-4 1/5 2/5 3 =x 2/5 -1/5 -4 =y The graphic calculator here was used during this step to solve the matrix equation, normally if the equation is Ax= B then the solution is x= A-1B X=-1 y=2 The first function from the graph is sloped from left to right that is it is negatively sloped since the gradient is negative and the second equation is sloped from right to left since the gradient is positive. From the graph the solution of the equations is x and y2. This is read directly from the graph where the two lines intersect. In short, the solution to the system of equation is unique in that there is only one solution set to the system of equations and the solution satisfies the individual equations in the system of equations. Therefore, when x=-1 and y=2. Then -1+ (2Ãâ€"2) =3 and (2Ãâ€"-1) 2 = -4 which satisfy the equations that are given. Another example of linear equations is x+2y =3 3x-5y=9 This is a system of equations since it contains more than one equation. The solution set to the system of linear equation is the set of numbers n and m such that if we let x=n and y=m then we will obtain the result of the right hand side of the equation. For instance ax+by =c, if x=n and y=m then we obtain the result c given a and b are known constants. Each of the unknown variables can be solved using the graphical calculator in the matrix calculation area 1 2: x =3 3 -5: y =9 The inverse of the equation is -5/11 -2/11 -3/11 1/11 The solution therefore is, -5/11 -2/11 3 =x -3/11 1/11 9 =y Therefore xand y The graph of the two equations is as shown below This is so since (3 1) + (2 0) =3 and (33)-(50) = 9 as proven from the equation. Now consider the 2 2 system below x2y=4 5x-y=1/5 In the first equation, x2y=4 f(x) = x/8. Therefore (0, 0) In the second equation, 5x-y=1/5 then f(x) = 5x-1/5. The gradient is 5 and the y intercept is -1/5 The matrix of the equation therefore is [1/8 -1: 0] [5 -1: 1/5] Each of the unknown variables can be solved using the graphical calculator in the matrix calculation area -39/8 39/8: 0 = x -195/8 39/64: 1/5 = y Consider the following two by two system of equation y + 2x=7 y + x/2=3 In the first equation, the line is negatively sloped since y= f(x) = -2x+7. The gradient is -2 which means that the change in x compared to the change in y is -2. The y intercept is 7 and therefore when x=0, y=7 In the second equation, the equation line is also negatively sloped. The equation y= f(x) =-x/2 +3. The gradient is -1/2 and the y- intercept is 3 meaning when x=0, y=3 Each of the unknown variables can be solved using the graphical calculator in the matrix calculation area Therefore the solution to the equation is x=8/3 and y=5/3 The graph of f(x) =-2x+7 and f(x) =-x/2+3 are as follows: From the graph both the linear equations are negatively sloping but that of f(x)= -2x+1 is steeper than that of –x/2 + 3. The equations above are linear equations that results to linear curves and therefore two equations are enough to solve the equations. This two equations result into a square matrix. In the multiplication of matrices for instances, if A is an np matrix and B is a pm, then AB is the product of A and B denoted by AB and AB will be an nm matrix. That is AB exists if and only if number of columns of A is equal to the number of rows of B and that it should be noted that ABBA therefore the matrices do not commute. Therefore in solving the equation for example Ax=B, to find the values of x, the inverse of A is first found then multiplied by B. That is x= A-1B If A is a square matrix, we can find another matrix B known as the inverse of the matrix such that AB=BA=I. The inverse however can be a right inverse or a left inverse most commonly denoted as A-1. If AB=BA=I then A-1= B. Therefore if B exists then A is said to be invertible and non singular matrix. If B does not exist then A is said to be singular matrix. For the solution to be found in the equations, the matrix involved should be non singular. Theorem If A is a non singular matrix then A-1 is unique Proof Let A-1 =B then AB=BA=I Suppose B is not unique, then there exist C such that CB Then CA=AC=I But B=IB therefore (AC) B= (CA) B and thus C (AB) =CI =C Therefore B=C, a contradiction that B is unique An example of invertible matrix can be solved by looking at the following question. Solve the equations -4x-2y=8 and 6x+3y=12 The matrix of the equation is a 22 matrix and therefore the equation can written in the augmented form as shown Any matrix is said to be in reduced row echelon form if it satisfies the following conditions: Any row of all zeros appear at the bottom If a row does not consist of all zeros then its first non zero entity is called a leading 1 and it is one If any two successive rows the leading 1 of the lower is further to the right of the leading 1 of the highest row If a column contains a leading 1 then all the other entries are zero However, each of the unknown variables can be solved using the graphical calculator in the matrix calculation area But the inverse of the matrix does not exist since in fact the determinant is zero (-43) (6-2) =0. Therefore there is no solution to the equation above. Graphically, the lines to the equations are parallel and never intersect therefore there is no solution to the problems From the graph, it is clear that the two lines are parallel and are never to intersect and therefore this means that the equations do not have a solution. In some cases, the system will have many solutions in the algebraic sense, however geometrically, the lines will collide and look like there is only one line and therefore all the points along that line are indeed solutions to the equation. For example the equation -2x+y=8 and -4x+2y= 16 matrix to the equation is One of the solutions is x=0 and y=-4 and many other solutions. The matrix does not have an inverse as shown by the graphical calculator in the matrix calculation area since the determinant of the matrix is zero. This means that the solution of the equation is not one hence the equation has many solutions. In general, given any systems of linear equation with two unknown solution, the two lines will graphically intersect at one point. The point of intersection is the solution to the systems of linear equations. Also, the lines can be parallel to each other meaning that the system does not have any solution and finally the lines can collide and the solution to the system is not unique that is there are many solutions to the system of linear equations. The system with many solutions can be presented in the graph below using the equation given above. Note that: -4x+2y=16 2 {(-2x+y) =8} and therefore one equation is a multiple of the other which basically means that the equation is more or less the same. Remember that a system such as 2x-3y=7 and x+7y=11 can be written in the form = It is normally represented as Am=b where A= , b= and m= If b=0, then the system Am= b has m=0 as a trivial solution but if A-1 exists then m=0 is the only solution to the system. There is also the possibility of graphing those equations with piecewise defined functions. For instance there are functions such as |x| = In our example, we will graph one of the most commonly used piecewise defined functions. f (x) = In this case, the entire function is considered as one function in who’s the domain is the real numbers. APPLICATION OF LINEAR FUNCTIONS There are times when the solutions for the complicated functions cannot easily be obtained. This lead to the use of the linear equations that is the equations that are to only one degree to be used in the approximation of the complicated functions since they gives some little bit of accuracy and the linear functions are easy to work with. This is basically known as linearization. This is mostly used in conjunction with the differential functions. Here if the function, normally denoted as f is differentiable at x=a, then in this case the approximation function denoted as L(x) = f (a) +f’ (a) (x-a) is now what is known as the linearization of the function f at a. For example we will try to find the linearization of the function f(x) = at x=0 The above graph is now the linearization of the function at x=o and x=3. We now know that f’(x) =1/2(1+x)-1/2. We will therefore see that f (0) =1 and also that f’ (0) =1/2. Therefore this concludes that the linearization will therefore be: L(x) = 1+1/2(x-0) = 1+x/2 These are some of the general applications of the linear equations/functions and many other that are dealt with at the higher level of the course work Theorem in the solution of system of equation If A is invertible, then there is only one solution to Am=b which is the unique solution Proof Let w be any solution such that wA-1b That is Aw=b but since A is invertible A-1 exists that is Aw=b Therefore multiplying both sides to the left with A-1 we have A-1Aw = A-1b I w = A-1b w = A-1b which is a contradiction and therefore A-1b is the only solution to the system Next there are equations that are to the second degree and the linear equations are used to find the gradients at particular points through the use of the tangent line and the normal lines to the equations that are being considered in this case. These equations mostly include the parabolas and other quadratic equations among others. Though our main interest is not the parabolas and such equations, the linear equations are particularly used here to serve various mathematical purposes. The parabola for instance is a set that usually consist of all points in a plane that is equal in distance sense from a point that is given and also a given line. Mostly the parabolas will have a graph of equations of the form y= ax2+bx+c. We will for instance plot a graph of y=x2. In this case the graph is a simple graph that is curved in u shape. But mathematically, we may want to find the gradient of the graph at particular points. We will therefore use the current technology for graph plotting to plot both the graphs as shown; The tangent line is used to find the gradient of the curve at that particular point. The graph shown is a curve with the equation y=x2. The axis of the parabola is the y-axis that is it is the axis of symmetry.lso, the vertex of the parabola as seen from the graph is at the origin. The parabola is seen to open upwards when the values of the constant are positive and increasing and open up downwards if the values of the constant are negatively increasing. Now if we consider the 33 matrix system, there are 3 variables that are involved, we will concentrate on the variables x, y and z. For instance, let as consider the matrix below 2x+y-z=11: Here the constants are 2 that precede the variable x, 1 that precedes the variable y and -1 that precedes the variable z. The system can be solved using the usual matrix method, the elimination method or the use of a three dimension matrices. When we deal with the matrix method the graphing calculator here is used to find the inverse of the matrix. The system of equations can be basically being written as; M X=A Using the graphing calculator to find the inverse of the matrix will yield X= M-1A X= And therefore the solution to the equation becomes X = In this type of system, there are also the possibility of obtaining a unique solution, the; possibility of many solution and the option of no solution. The possibility of many solutions or no solution is as a result of having a singular matrix that is a matrix with a zero determinant. For example looking at the following system of solution x+2y+3z=4 4x+6y+8z=10 2x+y=-1 The determinant of the matrix is zero and therefore there can be the case where there are many solutions and graphically in a three dimension graph, the lines are common or the case where there are is no solution and the lines are parallel to each other. We can also use our technology to create a family of linear equations that are usually similar in characteristics. On the same set of the axis, we usually display the equations and evaluate them mathematically. The family of curves will include several lines which usually have a wide range of equations. This can be represented as; The family of linear equations above all have different gradients fro negative to zero to positive. In a 33 matrix, the solution can also be obtained geometrically and algebraically. This is so because the graph of the equations can be plotted in the graph especially with the current technologies and calculators and it can be done algebraically through various methods which include the elimination methods and the current modern methods. Therefore the 33 matrix can be dealt with in the same manner as the 22 matrix. There are many ways of proving mathematical theorems and terms such as the contradiction method, proving by induction and many others in the above matrix we have used the contradiction method. In the 33 matrix, we are going to basically see how to prove by induction the conjectures that are involved. Conjectures in mathematics are some of the propositions and they are easily not disapproved since they are believed to be true For instance the sequence an= n (n-1) is the sequence such that a1= 1*0 a2= 2*1 : : an= n*(n-1) When we sum up the sequence of the first n numbers we obtain a series and therefore sn= a1+a2++an. Therefore; S1=0 S2=2 Sn= Sn-1+an Next, the difference between successive sums is made until the constant term in the series is obtained so long as the nth term n0, This will result to a polynomial of the third degree in order for the constant terms to be obtained in that the equation for the series will therefore be Sn = Ax3+Bx2+Cx+D where A,B,C and D are constants that are and xâ ± ¤ Now replacing x in the equation with the natural numbers 1,2,3,4,5.. we get the A+B+C+D=0 8A+4B+2C+D=2 27A+9B+3C+D=8 64A+16B+4C+D=20 This is a four equation system since there are four different unknown variables. Therefore we will use the graphing calculator to find the solutions to the unknown variables 1 1 1 1: 0 8 4 2 1: 2 27 9 3 1: 8 64 16 4 1: 20 We will find that A=1/3, B=0, C=-1/3 and D=0 Sn=1/3 x3-1/3 x The graph for the equation is therefore as follows Proving the equation by the induction method therefore will be (for n0); For n=1: =1/3*13 1/3* 1 =0 For n=3: =1/3*33 -1/3*3 =8 For n=5: =1/3*53 1/3*5 =40 Therefore we can assume that the equation is true for all values of natural number that is n0, We therefore assume that the equation is true for n=k Therefore for n=n+1, Sk+1= Sk+ (k+1)*k =1/3k3 -1/3k +k2 +k =1/3(k+1)3 -1/3(k+1) Since the expression is true for n=k+1 is true, the equation is true by induction. In the mathematical sense, a function of a polynomial p is normally written as p(x) =anxn+an-1+.+a1 x+ a0. In this case the n are non negative integers and the a’s are the coefficients of the polynomial itself. Usually all the polynomials have the domain of (-, ). In this case we can say that the linear functions themselves are polynomials of degree one while the quadratic functions are polynomials of the second degree and so on. As with our 33 matrix, the polynomial involved was a cubic function of the third degree. For instance the polynomial y=84-143-92+11x-1 Linear Algebraic Equations A teacher is looking for the best option in purchasing school supplies for a classroom. Company A is offering a discount for every dollar amount spent; Company B is offering a higher discount for every dollar spent above $20. Determine which company will offer a better price based upon the dollar amount the teacher spends on the school. In this scenario, it mostly involves the computation of the purchase of the school inventories at a cheaper price. Inventory generally is the stock of raw materials, work in progress units, finished goods, consumables and spare parts being held in store at a given time period. There are different kinds and groups of inventories that includes; movement inventories which are inventories on transit from one point to another, safety stock or the buffer stock which are the inventories that must always be maintained in the store so as to meet the unexpected demand, cyclical inventory, anticipatory inventory and the decoupling inventory. However, in this scenario we will focus on how to purchase inventory while at the same time using the mathematical knowledge to reduce inventory related costs. Here, the teacher is looking for the best option in purchasing school supplies for a classroom and therefore the best option is the option with reduced costs. The customer also has to ensure that tho ugh the goods are purchased at a cheaper price, they are of the best and desirable quality. The supplier of the goods should also be in a position to supply goods to the customer when they are needed both in the short term period and in the long term period and in time as to the date of the specifications. Therefore the customer has to look deep into these needs before making the decision on where to make their orders. The hypothetical customer, the teacher in this case has to make an informed decision based on questions such as how many units to order at that time, how often should the school supplies be made, how many orders are to be placed in that particular year and this is mainly done to reduce cost. In this scenario therefore we will focus mainly on two cost options that are for Company A which is offering a discount for every dollar spent. This is where a constant rate of discount for every dollar spent. This is where a constant rate of discount is offered irrespective of the number of units purchased and it is commonly known as a single discount. We will assume that the unit price of each product that is to be purchased is $5 and that the discount for every dollar spent is 5 percent (5%). In this scenario, the discount offered is for every dollar that will be spent and no conditions as to the amount and the limit of expenditure. The second option is for Company B which is offering a higher discount for every dollar spent above $20. This therefore guarantees the teacher discount after spending $20 in the purchase of school supplies which will be a much higher discount than that of the purchase of the goods worth $20. In this case the teacher will get a discount similar to that of the single discount up to the expenditure of $20 and later the discount is increased accordingly. We will therefore assume that the unit purchase price is $5 and that every dollar spent to the expenditure of $20 is 5%, with more dollars spent, the discount increases to 7.5%. In our scenario, the demand should be known in advance with certainty and will remain constant within the relevant range. The algebraic equations to represent the cost of each option are: Company A: Offers a discount for every dollar spent Here there are many cost related to the purchase of the school supplies which includes the purchase cost, the ordering cost, the holding cost and in some cases the shortage cost. However we will only focus on the purchase cost and ignore all the other related cost inorder to come up with the required linear equations. Let’s assume further that the teacher purchases x units of the school supplies Unit price = $5 Discount =5% Let the total cost=y Total purchase cost =$5 * (100% -5%) *x Total purchase cost = $5 *0.95 *x = 4.75x Company B: Offers a higher discount of 7.55 for every dollar spent above $20. The teacher here should know that for the first $20 spent, the discount is 5% and above the expenditure of $20, the discount increases to 7.5%. This will probably lure customers desire to purchase more but we will try evaluating the two equations. The equation for company B is therefore as follows Let’s assume that the teacher purchases x units of the school supplies The discount for the first 4 purchases of the school supplies =5% i.e ($20/5) Unit price =$5 Let the total cost=y The discount for the purchase of more than 4 =7.5% Total purchase cost = ($5*4*0.95) + ($5*0.925)(x-4) Total purchase cost = $19+4.625x –$18.5 =$0.5+4.625x The equation of company A is used since the company only offers a single discount for all the purchases that are made by the customer. Therefore the discount will be distributed equally. For Company B, there is a constant in the algebraic equation since in the purchase of the first $20 items, the discount is 5% that is it is constant and since the customer has to purchase more than this to gain the discount of 7.5% then that part of the equation will vary with the extra units purchased. The solution to the equation can be done through several ways such as elimination method, substitution method or the graphical method; the equations are normally written as y= 4.75x y= 0.5+4.625x We are going to solve the equation using the substitution method. Since in the first equation y=4.75x, we will substitute this to the second equation.4.75x= 0.5+4.625x and we therefore solve the equation mathematically. In this equation, the solution is x=4. Where the total costs will be the same. But with the increase in the purchase of the school supplies, the total cost will be higher for the purchase related to Company A than that of the purchase from Company B. Also, with the decrease in the purchase of the school supplies, the cost purchases from Company A are less than that of Company B. The graph of the two scenarios can be represented as follows. Though the cost associated in the two scenarios are close, there is a negligible difference as a result of the discounts. It is therefore correct to conclude that if the teacher is in need of less than four units of purchase, it is advisable to purchase the school supplies from Company A, if the teacher wants to purchase 4 units of item, this can be done from any company and if it is more than 4 company, it is cost effective to purchase from Company B. At the lower levels of purchase, presence of discount appears attractive for the company with a single discount for any unit of purchase made. That is, there is no constant related to the purchase of goods in the algebraic equation.. However beyond a certain level of purchase, taking up a discount results into a net increase in total cost in the company using a single discount method. In the other case for company with an increased discount after purchase of some discount, the purchase of many items become cost effective in this company. Therefore the teacher should ensure that he or she takes up the least quantity required to qualify for the highest discount in order for the total cost to be less than that of company A. Since the principle of discount states that only the least quantity required to qualify for the discount should be purchased.

Free Essays on The Demon Lover

During times of war, â€Å"people [are] often led down strange paths in search of indestructible landmarks in a destructible world† (Mitchell 44). Hallucinations provide such landmarks in extreme moments. Paranoia appears to those who encounter the intense emotions of war. The psychological shocks of war deprive and fray emotions. Pressures from a previous war threaten uncertainties and fears. In â€Å"The Demon Lover,† Elizabeth Bowen reflects how war can take revenge on a person’s emotions through her use of setting and characterization. In â€Å"The Demon Lover†, Bowen’s use of setting exemplifies that war can take revenge on a person’s emotions. While walking up to Kathleen Drover’s old home, â€Å"an unfamiliar queerness† fills her from the inside out (346). The visit home in which she experiences war, unsettles her. Memories of war escalate inside her. For Mrs. Drover, already prone to a sense of loss, â€Å"the return to the house is a shattering revelation, a threshold experience that activates her dormant hysteria† which brews inside her after all these years (Hughes 52). As Kathleen nudges her front door open, â€Å"dead air† greets her with remembrance of her past feelings (346). A ghost-like presence overwhelms Mrs. Drover, which ignites wartime emotions. The aged residence suggests the consciousness of time and the company of death. â€Å"The hollowness of the house . . . cancelled† many memories that Kathleen bears in her mind from her youth (350). Voices, ways of life, warmth and love fill her home until war rips it apart. The uninviting existence of her surroundings produces her present condition of madness. Mrs. Drover comprehends that down in the basement â€Å"a door or window was being opened by someone† to cause the draught that hits her face while she stands at the top of the staircase (351). The intensity of what Kathleen feels and experiences is as real as the war she experienced. â€Å"Through th... Free Essays on The Demon Lover Free Essays on The Demon Lover During times of war, â€Å"people [are] often led down strange paths in search of indestructible landmarks in a destructible world† (Mitchell 44). Hallucinations provide such landmarks in extreme moments. Paranoia appears to those who encounter the intense emotions of war. The psychological shocks of war deprive and fray emotions. Pressures from a previous war threaten uncertainties and fears. In â€Å"The Demon Lover,† Elizabeth Bowen reflects how war can take revenge on a person’s emotions through her use of setting and characterization. In â€Å"The Demon Lover†, Bowen’s use of setting exemplifies that war can take revenge on a person’s emotions. While walking up to Kathleen Drover’s old home, â€Å"an unfamiliar queerness† fills her from the inside out (346). The visit home in which she experiences war, unsettles her. Memories of war escalate inside her. For Mrs. Drover, already prone to a sense of loss, â€Å"the return to the house is a shattering revelation, a threshold experience that activates her dormant hysteria† which brews inside her after all these years (Hughes 52). As Kathleen nudges her front door open, â€Å"dead air† greets her with remembrance of her past feelings (346). A ghost-like presence overwhelms Mrs. Drover, which ignites wartime emotions. The aged residence suggests the consciousness of time and the company of death. â€Å"The hollowness of the house . . . cancelled† many memories that Kathleen bears in her mind from her youth (350). Voices, ways of life, warmth and love fill her home until war rips it apart. The uninviting existence of her surroundings produces her present condition of madness. Mrs. Drover comprehends that down in the basement â€Å"a door or window was being opened by someone† to cause the draught that hits her face while she stands at the top of the staircase (351). The intensity of what Kathleen feels and experiences is as real as the war she experienced. â€Å"Through th... Free Essays on The Demon Lover In the short story,† The Demon Lover†, by Elizabeth Bowen, Mrs. Drover has made a pact with the devil {claim statement}. Nineteen year-old Kathleen (Mrs. Drover) is engaged to a man who is about to leave for war {background}. Oddly enough, he is not very receptive to her emotionally and actually, is rather frigid acting towards the young girl whom he is supposed to marry. Actually, it seems to be more of a business relationship than a bond created out of love. There are many ways that Elizabeth Bowen proves to the reader that Mrs. Drover has made a pact with the devil {warrant}. By making a pact with the devil I mean, surrendering blood as part of an oath to Satan, trading one’s soul for a favor for a specified number of years and/or accepting the Devils mark {definition}. Upon entering the house, an eerie feeling hangs in the air. Bowen makes this known by describing the atmosphere and feelings that are felt by Mrs. Drover as she walks into the old house. For example, nobody knows that she is coming to town; yet, as she enters the dark, cold room her eyes fall to a fresh letter placed on a dusty table by the door. The date on the letter is the present day, no return address can be found, and there is no stamp, which proves that the letter has not gone through the mail. As Kathleen opens the letter, Bowen makes it clear that the Devil has returned to make sure that the promise, made 25 years ago, by the young girl and the face-less man is honored. The meaning of the pact made in â€Å"The Demon Lover† can be interpreted in many different ways. For instance, one point of view in this matter is that the Devil promises Kathleen that she will marry and bear children in a time when men are scarce due to the war, and she, in return, will join him in 25 years. In times of war, women are abundant and men are extremely scarce for the obvious reason. In 1916, when this story takes place, women do not have many choices concerni... Free Essays on The Demon Lover â€Å"The Demon Lover,† by Elizabeth Bowen, is a story about Kathleen Drover and a promise that she makes twenty-five years before. Kathleen goes to her old house in order to collect a few belongings, and she finds a letter inside the house with her name on it. It discusses an arranged meeting between herself and someone whom she shares an â€Å"anniversary† with. She begins to think, all the while becoming more and more cautious and afraid. She becomes frantic, and plans to leave the house and find a taxi so that she can return to the house and take the driver inside with her, so that she can collect the items that she needs. When she finds a taxi, she sits in the back seat, only to discover that the driver of the car is the man she is trying to escape from. He drives off â€Å"into the hinterland of deserted streets.† The central idea is that when people make promises, escaping from those promises is not always possible. Kathleen is obviously a naà ¯ve girl when she is younger. She meets a man who pays attention to her, and she becomes fixated with him. He makes her promise to wait for him, and he has her make a blood promise by cutting the palm of her hand with one of his military buttons. After this encounter, she tries to forget about her promise, and she tries to escape her fate. She even represses the memory of what he looks like, and the details of her promise. A dynamic character, she is strong and brave when she enters the old house, but by the end, her fear gets the best of her and she panics. By becoming panicked, she plays right into his hands. The conflict in the story is between honoring commitments and breaking them in an effort to change the past, and it is an internal conflict. The man in this story symbolizes the devil, and Kathleen makes an agreement with him in blood that she will wait for him, and be with him in twenty-five years. In the meantime, she gets married and has children because she believe...

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