Building Construction for the Fire Service Research Paper

Building Construction for the Fire Service - Research Paper Example This need highlighted the importance of having building codes and standards so that a uniform design approach and criteria should be followed by everyone. Hence no risk is to be taken. As we are aware of the fact that there are two phases of the establishment of the any facility or building, firstly it is the design of the structure and second is the construction or execution phase of the design. In the modern day the different building codes and standards restricts the builder and designer to make structures safe. It is also observed that when ever I collapse is seen these building codes and standards are reviewed for any mistakes and error and consequently they are changed and amended. If we scrutinize the building codes and standards we come to a conclusion that they are consider worst conditions in loading such as dead loading, live , wind and even earth quakes but fire loading was not seriously considered as a probable cause of collapse of the structure until collapse of the Wor ld Trade Center in New York terrorist attack. But now the latest codes consider the fire as an equally probable cause of collapse of structure. In this paper I would go about the problem in the similar manner as engineers and designers did when drafting the codes and standards against the fire and its impact loading, where I will focus on the following . 1. General building design and Construction methodologies 2. Causes Of Collapses Of Structures 3. Progressive Collapse Analysis 4. Fire-Induced Progressive Collapse 5. Impact of collapses on the Building codes and standards General building design and Construction methodologies As far as the fire protection is concerned the building design and type of construction the National Fire Protection Association, (NFPA 220, 2006) has classified into two types, and firstly there are those buildings where the construction material is combustible (wood, steel) and secondly noncombustible for instance concrete and bricks. On the other hand the Association has divided it into five sub categories according to the fire resisting rating and construction methodologies of the structure as a whole. Type I is fire-resistive construction this type of construction mainly consist of non combustible materials and have a fairly good fire resistance rating that is it can resists fire for about 3-4 hours and this category include materials such as precast concrete slabs, concrete columns and beams. Type II is Noncombustible type, it consists of building having steel beams and girders, which are low on fire resistance rating, and are prone to large deformation and resulting into ultimate failure. Type III is the ordinary construction which comprises of mixed construction material which used in combination of steel, wood and concrete. The older this type of construction gets the more will be the risk of fire and hence more chances will be there of a complete structural collapse. Then comes the Type IV which is Heavy Timber structures, as the name depicts that these building types consists of heavy wood and almost all the structural elements are of wood, which we all are well aware very much prone to fire but at the same time these type of structures burns for a longer time and hence no sudden collapse is seen and some time is given to the inhabitants to escape the facility. Lastly it is Type V which is Wood Frames these are those building types which have a wooden frame as main skeleton of the structure but

The tragic Hero Essay Example for Free

The tragic Hero Essay Oedipus, the classic Greek tragedy by Sophocles, is one in which the protagonist is portrayed as a tragic hero. The author does this by combining the elements of irony, personal tragedy and heroism. In the play, Oedipuss character evokes pity because of his misfortune appears to be greater than he deserves hence the reader is left to empathise with him. His actions are controlled by fate and the reader is left to wonder why such a terrible thing is happening to such a good man. Power corrupts but absolute power corrupts absolutely. Humans seem to have a common running trait, and that is one of power and heroism. The quest for heroism becomes the basis of Oedipus the Kings demise. If this power however gets into ones mind, the results could be detrimental, and Oedipus the King is a living testimony of this. Since his actions are controlled by fate, no matter how hard he tries, he cannot prevent good or bad things from happening to him. Since fate is cannot be prevented from taking its course, his actions are quite futile. Aristotle said A tragic hero evokes our pity and terror if he is neither thoroughly good nor thoroughly evil but a mixture of both. The tragic effect is stronger if the hero is more mortal than we are. Oedipus is a mixture of both good and evil. In the opening scene he is seen as a compassionate king who is intelligent and caring. Oedipus prides himself on his intelligence and it is this along with his questioning personality that lead to his downfall. These are his good sides with his evil side being that is guilty of killing King Laois and sleeping with his own mother. Oedipus tries his best to be morally upright with everything that he does, which is more than the average person does. Aristotle also goes on to say the tragic hero suffers a change in fortune from happiness to misery because an error in judgement which leaves the tragic hero to ignore or violate a divine warning or moral law. In the play, Oedipus runs away form Corinth to Thebes and solves the riddle of the sphinx and is thus made the king of Thebes. He however marries the widowed queen and has children with her thus violating a moral law. His fortune changes from happiness to misery when he realises what he has done. A tragic hero evokes our pity because he is not evil and his misfortune is greater than he deserves. He evokes our fear because we realise we are fallible and could make the same error said Aristotle. Oedipus is flawed in many ways and as a result comes out as imperfect since he has a balance mixture of both good and evil. His fortune in saving Thebes becomes his downfall when he fulfils the oracle by sleeping with the queen, who unknown to him is his mother. Oedipus is imperfect and this is seen through his moral and physical flaws. He limps as a result of his feet being pinned together when he was quite young. Unknowingly sleeping with his mother and killing his father is his moral flaw. Thus, combining the heroism of Oedipus with his flaws makes him imperfect though higher than the ordinary man in many ways. Sophocles portrays the result, a classic example of a tragic hero in this play. Sophocles use of irony throughout the play brings to bear on the reader the gloom of Oedipuss situation. We constantly find Oedipus trying to escape the Oracle, but in doing so, ends up fulfilling it. This is seen when he says in the opening scene Everybody everywhere knows who I am. This ironic statement is said in the opening scene of the play when Oedipus comes out to meet the people. His true identity is unknown to him but he exclaims that everyone else knows who he is. Also, since he is such a great riddle solver, you would think he would be able to solve the riddle of his identity but he is unable to in the sight of overwhelming evidence, which is quite ironic. An example of the irony of his fate is when his parents try to prevent the oracle form being fulfilled by sending him away to be killed. He however returns and on his way fulfils the oracle by killing his father and later on marrying his mother. It seems strange to the reader that Oedipus is not more careful about what he does. For example, when he killed king Laois at the crossroads, he should have realised with the oracle in mind that anybody he kills is likely to be his father. He however reacts carelessly by succumbing to his emotions when the King annoys him. Oedipus returns to Thebes and saves it by solving the riddle of the sphinx. However, he leads to its destruction since he is the cause of the plague. It is destroying themes. Thus his fortune tends to be his misfortune. These examples show how Oedipus fulfils the oracle even though he is trying to escape. The reader gets a haunting glimpse into the mindset of Oedipuss wife and mother. This is portrayed to the reader through the actions that she takes. She is a woman who after all who wanted want to kill her son to prevent the oracle from being fulfilled only to find out years later that she is married to him, which leads her to commit suicide later on. She expresses her disbelief in the oracles by telling Oedipus that they are powerless, however, in the next scene she is praying to the oracles to help Oedipus to stop his strange behaviour. Also in this scene, a messenger brings news from Corinth that Polybos is dead and Oedipus should return to Corinth. Though Oedipus is pleased about the kings death since he proves that the oracles dont come true. Yet still he refuses to return because Merope is alive. His fear is that he will fulfil the prophecy since his mother is alive. Oedipus, remains a mystery to both the reader and himself. He does not know his true identity and this becomes the source of his demise. He comes to find out his true identity, but in doing so, his sudden tragic end is brought closer. The reader at this point is left to wonder, what is the way out. Unfortunately, the answer as we come to realise in the latter parts of the book is one that is not easy. Fate has already chosen Oedipuss destiny and nothing can change it. A feature of tragic plays by Shakespeare. The writer connotes a certain sombre picture and depressing mood, which is characteristic of most of Shakespearean tragedies. The employments of understatements that lead to humour are also evident in most parts of the text, and this makes for an interesting reading. For example throughout the play, there are references to sight such as, you cannot see, yet you know the nature of this plague and light, o light, light now everything is clear which are ironic because Oedipus blinds himself later on. Also, the blind prophet Teireseis knows about Oedipususs true identity but Oedipus who isnt physically blind does not know his true identity. His servant Kreon whose name means king is also an irony since he turns form a messenger to a king. Throughout the play, there are references to sight such as, you cannot see, yet you know the nature of this plague and light light, light now everything is clear which are ironic because Oedipus blinds himself later on. Also, the blind prophet Teireseis knows about Oedipususs true identity but Oedipus who isnt physically blind does not know his true identity. His servant Kreon whose name means king is also an irony since he turns form a messenger to a king There are three hero archetypes that suit the character of Oedipus; The quest, the initiation and the sacrificial scapegoat. Oedipus delivers Thebes by solving the riddle of the sphinx and thus fulfils the first archetype which is that of a hero who who solves an unanswerable riddle to save his kingdom. He does this on his journey to discover his true identity. The second archetype is that of the phase of separation. This happens when he leaves Thebes, is transformed and returns to become king and save his kingdom. The third archetype is when in order to save Thebes he has to banish himself from the kingdom to restore it back to fruitfulness. This has the elements of a tragedy because no matter the decision he makes he it is going to be detrimental to him. Even though Irony plays a crucial role, other elements such as heroism and tragedy come in the text. We find Oedipus entangled by his own principles. He is always in that twilight zone, one between acceptance of the harsh reality and total rejection of the things he goes through. The choice of the latter is detrimental to both his character and that of the people he leads and governs and he thus chooses the former remaining a true tragic hero.

My Teaching Philosophy Statement Essay -- Philosophy on Education Teac

My Teaching Philosophy Statement There are many teachers, with many different teaching styles. There are teachers who are strict and do not allow for any disruptions in the classroom. Then we have teachers who do not even really care what is going on in the classroom. The way that these teachers, and so many more, teach is a result of their personal philosophies on education. Before you can decide how you want to run your classroom, you need to remember that not all students learn in the same way. Some learn by doing things on their own, while others learn better in groups. Some students learn with rote memorization and others learn from doing. Every classroom has students of every kind. So, when you are thinking about classroom management, you always have to think of what is best for the students and not just for you. Just like you have to think about the students, you have to think about what you are teaching and what the best way to go about teaching it is. If you are an English teacher, you would not want the students to write papers as a group and likewise, if you are a science teacher students should not have to do experiments on their own. Education is very important for a person to succeed in life. The purpose of education is to prepare a student for life and to discover themselves. As a teacher, I hope to help students not only learn what is required but I hope to make them want to discover more on their own. I want them to want to learn. As for the students, I only expect them to put forth their best efforts and try. Not everyone likes everything and I would not expect someone to. As for the way that I want to teach, I want to use a combination of pragmatism and idealism. Students shou... ...t to me, but I feel that the way that I will teach best suits me and best suits the interests of my future students. I want to be the best teacher that I can be and this is the way that I will do this. By being open and democratic. I plan on teaching science and I feel that it is one of the most important subjects that a student will have during his or her high school career. Science is the foundation for everything that we know. Without it, we would live the lifestyles that we do today. As for my future, I hope to become a teacher that is respected and liked. I want to learn from my mistakes and continue to grow and learn. Right now, I do not see myself as going on to receive a masters or anything, but that could always change. The future is hard to decide on but I do know that I want to be a teacher and make a difference in at least one persons life.

Academia and Briefly Summarize

BAYLORIndicate any special experiences, unusual factors or other information you feel would be helpful in evaluating you, including, but not limited to, education, employment, extracurricular activities, prevailing over adversity. You may expand upon but not repeat AMCAS application information. 2000 character limit.COLUMBIA1. Please describe your parents’ occupations: (250 char.)2. If your first and last name is often mispronounced, how do you pronounce it? (250 char.)3. Have you previously applied to P&S? (Yes/No)If yes, briefly summarize your activities since your previous application:4. If you took time off from your undergraduate studies, please briefly summarize your reasons for doing so. (250 words)5. In what collegiate extracurriculars did you engage? (250 words)6. Did you work for compensation during college during the year or the summer? YesNo If so, what did you do? How many hours a week did you work? (250 words)7. If you have graduated from college, please briefly summarize what you have done in the interim. (300 words)8. What challenges do you expect to arise from living and working in a complex urban environment? How will you meet them? (250 words)9. Is there anything else you would like us to know? (300 words)DARTMOUTH1. Please indicate your plans for the 2012-13 academic year. If in school, please list your courses. If working, let us know something about the nature of your job.2. Please share with us something about yourself that is not addressed elsewhere in your application and which could be helpful to the Admissions Committee as we review your file.HARVARDD. If you have already graduated, briefly (4000 characters max) summarize your activities since graduation.E. If there is an important aspect of your personal background or identity, not addressed elsewhere in the application, that you would like to share with the Committee, we invite you to do so here. Many applicants will not need to answer this question. Examples might include si gnificant challenges in access to education, unusual socioeconomic factors, identification with a minority culture, religion, race, ethnicity, sexual orientation or gender identity. Briefly explain how such factors have influenced your motivation for a career in medicine.(4000 character maximum)DUKEDescribe the community in which you were nurtured or spent the majority of your early development with respect to its demographics. What core values did you receive and how will these translate into the contributions that you hope to make to your community as a medical student and to your career in medicine?What is the most significant moral or ethical dilemma that you have faced in your life (excluding instances of academic dishonesty involving another person)? Describe how you dealt with and potentially resolved it, including beliefs, resources, individuals, etc. How did this dilemma and its resolution change your life and what, if any, impact will this have on your future as a health c are provider?What has been your most humbling experience and how will that experience affect your interactions with your peers and patients?The curriculum at the duke university school of medicine is unique and academically challenging. Please describe how the duke curriculum is well-suited to your learning style and how it will serve your long term career objectives.There are 3 optional essay topics:Giving Back To Your Community: What is the value of giving back to your community? Is it a more important attribute of a physician than of others performing other roles within a community?How Are You Misunderstood: What are people most likely to misunderstand about you and why?

Microsoft Environment Analysis Essay

Microsoft Environment Analysis Writing Assignment 1. What vulnerabilities exist for this workgroup LAN based on the advisories? List five of them. a. 2401593 CVE-2010-3213 b. 2264072 CVE-2010-1886* c. 980088 CVE-2010-0255 d. 975497 CVE-2009-3103 e. 98343 CVE-2010-0817* 2. Do any vulnerabilities involve privilege elevation? Is this considered a high priority issue? a. Only two from the five listed in question one are privileged elevation and identified by the asterisk alongside the CVE number. They are of importance but not considered a high priority issue as asked. 3. Identify and document at least three vulnerabilities and the solutions related to the client configurations. a. Advisory Number: 977981Â  a.i. Solution: This security update resolves four privately reported vulnerabilities and one publicly disclosed vulnerability in Internet Explorer. The vulnerabilities could allow remote code execution if a user views a specially crafted Web page using Internet Explorer. Users whose accounts are configured to have fewer user rights on the system could be less impacted than users who operate with administrative user rights b. Advisory Number: 979352 b.i. Solution: This security update resolves seven privately reported vulnerabilities and one publicly disclosed vulnerability in Internet Explorer. The more severe vulnerabilities could allow remote code execution if a user views a specially crafted Web page using Internet Explorer. Users whose accounts are configured to have fewer user rights on the system could be less impacted than users who operate with administrative user rights. c. Advisory Number: 954157 c.i. Solution: The update also removes the ability for this codec to be loaded when browsing the Internet with any other applications. By only allowing applications to use the Indeo codec when the media content is from the local system or from the intranet zone, and by preventing Internet Explorer and Windows Media Player from launching the codec at all, this update removes the most common remote attack vectors but still allows games or other applications that leverage the codec locally to continue to function. Works Cited Microsoft Security Advisory. (2009, December 8). Retrieved March 31, 2012, from Microsoft Security Adivosry 954157: web Microsoft Security Advisory. (2010, January 14). Retrieved March 31, 2012, from Microsoft Security Advisory 979352: web

Exercises in Identifying Adverb Clauses

Exercises in Identifying Adverb Clauses An adverb clause (also known as an adverbial clause) is a dependent clause used as an adverb within a sentence. These types of clauses can modify the whole sentence, as well as verbs, adverbs, and adjectives, and may show aspects such as time, reason, concession, or condition. These clauses may often start with words such as while, if, because, when, although, unless, since, so that, whereas, even if, in case, as long as, and other words. In contrast, an adjectival clause will modify a noun and start with a relative pronoun (that, who, whose, whom, or which) or a subordinate conjunction (when  and  where). Before doing these exercises, you may find it helpful to review the study sheet Building Sentences With Adverb Clauses. Practice Identifying Adverb Clauses Each of these  proverbial sayings contains an adverb clause. Identify the adverb clause in each sentence, and then compare your answers with those below. While the cats away, the mice will play.A lie travels around the world while truth is putting her boots on.If you dont know where you are going, any road will get you there.Memory is deceptive because it is colored by todays events.Never look down on anybody unless youre helping him up.You have to kiss a lot of toads before you find a handsome prince.Whenever you find yourself on the side of the majority, it is time to pause and reflect.Life is what happens when you are making other plans.As soon as you forbid something, you make it extraordinarily appealing.Everything is funny, as long as its happening to somebody else.Don’t count your chickens before they hatch.If you want something done right, you have to do it yourself. When the going gets tough, the tough get going. When in Rome, do as the Romans do. Cowards die many times before their death. Dont cross the bridge till you come to it. Dont put the cart before the horse. Answer Key In the following sentences, the adverb clauses are in  bold print. Examine what word or phrase theyre modifying and what aspect they show (time, reason, concession, or condition). For example, in sentence 1, the clause refers to the time that the mice will play. While the cats away, the mice will play.A lie travels around the world  while truth is putting her boots on.If you dont know where you are going, any road will get you there.Memory is deceptive  because it is colored by todays events.Never look down on anybody  unless youre helping him up.You have to kiss a lot of toads  before you find a handsome prince.Whenever you find yourself on the side of the majority, it is time to pause and reflect.Life is what happens  when you are making other plans.As soon as you forbid something, you make it extraordinarily appealing.Everything is funny,  as long as its happening to somebody else.Don’t count your chickens before they hatch. If you want something done right, you have to do it yourself. When the going gets tough, the tough get going. When in Rome, do as the Romans do. Cowards die many times before their death. Dont cross the bridge till you come to it. Dont put the cart before the horse.

Welfare essays

Welfare essays Welfare is government programs that provide money, medical care, food housing, and other necessities for needy people. People who receive welfare include children, the aged, the blind, the disabled, and others who cannot adequately provide for themselves and their families. Most welfare in the United States comes from agencies of the federal and state governments. They are also funded by payroll taxes on workers and their employers. Federal and state governments in the United States help the needy through about sixty public assistance programs. Most people receive assistance chiefly through four major programs. These are (1) Medicaid, (2) Aid to Families with Dependent Children, (3) Supplemental Security Income for the aged, blind, and disabled and (4) the Food Stamp Program. The question now is, is Welfare appropriate? There is much criticism on the welfare system. It ranges from a number of economic and social issues. Some people criticize welfare programs for not providing high enough benefits to eliminate poverty. Many critics of the welfare system charge that providing a steady income to needy people encourages idleness. Some people cheat the system by not reporting all the income they earn. I am one of those many critics that are very disappointed with the governments welfares food stamp program. The food stamp program is supposed to help low income households buy more and better food than they could otherwise afford. Each participant household receives a certain number of coupons called, food stamps. The federal government issues the stamps. The number of stamps a household receives varies with the familys size, income, and expenses. Cooperating grocery stores accept the stamps like money for food purchases only. On every food stamp booklet there is a statement. For example: Make Healthy choices that fit your lifestyle ...

Polynomials on ACT Math Complete Guide and Practice

Polynomials on ACT Math Complete Guide and Practice SAT / ACT Prep Online Guides and Tips Polynomial problems will show up in some way, shape, or form on the ACT two or three times per test. And since polynomials are so deeply connected to other ACT math topics, like operations and functions, it's even more important to take the time to understand them before test day. Luckily, you probably know a lot more about polynomials than you think, and if you're currently rusty on the subject, just a little review will have you knocking out your polynomial questions left and right. This will be your complete guide to polynomials on the ACT- what they are, how you'll see them on the test, and the best way to solve your polynomial problems before time is up. Feature image credit: Linas/Wikimedia What Are Polynomials? A polynomial is any mathematical expression that contains variables, constants, coefficients, and/or non-negative integer exponents. This means that polynomials cover a wide variety of mathematical expressions, so let's break this down. Variable: A variable is any symbol that acts as a placeholder for an unknown value. Some of the most common variables on the ACT are $x$ and $y$. Constant: A constant is any number that exists as a fixed value. For instance, both 7 and -3.278 are constants. Coefficient: A coefficient is any value that is multiplied by a variable. In the term $5x$, 5 acts as a coefficient because it indicates that the variable $x$ is being multiplied five times. Non-negative integer exponent: If we break this term down, a non-negative integer exponent is exactly how it sounds; it is any positive exponent that is also an integer. For instance, $x^3$ fits the definition, but $x^{-2}$ or $x^{1/2}$ does NOT. A polynomial can consist of a single term or multiple terms in a relationship with one another. The values in a polynomial can be added, subtracted, multiplied, or divided together so long as no part of the polynomial value is divided by a variable. For instance, a term of the polynomial could be $4/15$ or $x/4$, but NOT $4/x$. Polynomials can have no variable (e.g. 4), one variable (e.g. $2x^2 - 6x + x$), or multiple variables (e.g. $y(2xy - 8x + 5z) - q^3$). Examples of Polynomials 6 $12x$ $14 + 2x$ $3y^2 - 4x + 2$ $(75k * 23x^12) + 8$ ${3z - 59 + 6x^7}/5$ NOT Polynomials $2x^{-4}$ (Why not? A polynomial cannot have a negative exponent.) $xy^{2/3}$ (Why not? A polynomial cannot have a fractional exponent.) $6/{2 - x}$ (Why not? A polynomial cannot have any term that is divided by a variable.) Degree of Polynomial Polynomials have degrees and you can tell the degree measure of the polynomial by looking at its exponents. The degree of the polynomial is the value of the largest exponent. For instance, the polynomial $x^2 - 6x + x^3$ has a degree of 3, since the largest exponent value is 3. If the polynomial has no variable (e.g., if the polynomial is simply "9"), the degree measure is 0. And if there is no exponent (e.g., $4x + 2$), then the degree measure is 1. [Note: this only applies is the polynomial has a single variable or no variable. You cannot do this for the polynomial $x^3 - 6y^2 + y^5$, for instance, because it has two variables, $x$ and $y$.] Why is it good to know the degree of a polynomial? The degree measure of a polynomial tells us what the graph of a polynomial looks like. Degree Measure Graph Type 0 Constant 1 Linear 2 Quadratic [Note: though there are more polynomial degree measures and types of polynomial graphs, these are the only ones you will see on the ACT.] Once graphed, these polynomials will look like this: Constant Graph Linear Graph Quadratic Graph Now that we've looked at our pieces, let's see how they fit together. How to Solve Polynomial Questions To solve many constant and linear polynomial problems, you will need to have a basic understanding of operations problems and integers. You will also need to know your way around lines and slopes in the coordinate plane. In this guide, however, we will be primarily focused on quadratics. For quadratic polynomials, you will have to understand how to use two mathematical techniques- factoring and FOIL-ing- to solve for your final solution. This concept is closely related to algebraic functions, so it's a good idea to tackle these topics simultaneously. So let's look at factoring and FOIL-ing. Factoring and FOIL-ing Polynomials Factoring and FOIL-ing are ways of manipulating mathematical expressions and polynomials to expand or reduce the expressions and find the information you need. Again, on the ACT, you will be using both techniques together to find the solution(s) to 2nd degree polynomials (quadratics). FOIL-ing You will use this technique whenever you need to multiply two polynomials together. When you're given a series of parenthetical expressions and must multiply them, you must do so by FOIL-ing them out. "FOIL" stands for "first, outside, inside, last" and this mnemonic refers to the order in which you must multiply together the numbers in the parentheses before you add the results together. To clarify this process, let's look at an example. Say we needed to multiply these expressions: $(2x - 3)(x + 5)$ According to FOIL, we must start by multiplying the "first" numbers of each expression. This will give us the F in our FOIL. In this case, that will be $2x$ and $x$. $2x * x$ $2x^2$ Next, we must multiply the "outside" numbers in each expression. In this case, the outside numbers are $2x$ and $+5$ $2x * 5$ $10x$ Next up, we need to multiply our "inside" numbers, which will give us our I in our FOIL. In this case, our inside numbers will be $-3$ and $x$. $-3 * x$ $-3x$ Finally, we must multiply our "last" numbers, which will give us the L in our FOIL. In this case, our last numbers will be $-3$ and $+5$. $-3 * 5$ $-15$ Now, the final step is to add all of our components together. $2x^2 + 10x - 3x - 15$ $2x^2 + 7x - 15$ This will be our final polynomial expression. Factoring Factoring goes hand in hand with FOIL-ing and acts basically as its reverse. In order to convert a longer polynomial (most often a quadratic equation) into smaller parenthetical expressions, we must factor the equation. This will eventually give us the two solutions to our quadratic function. If you remember your functions, then you'll remember that a quadratic equation ($y = ax^2 + bx + c$) will have two solutions. These solutions are the two values of $x$ when $y$ (the $y$-intercept) equals zero. For example, in the graph below: The solutions are at $x = 2$ and $x = 8$ because this is where the parabola crosses the $y$-intercept and so are the values of $x$ when $y = 0$. Now, if we are instead given a parabola as a polynomial instead of as a graph, we can still find the solutions to the expression by factoring. For instance, let us say that this is our quadratic equation: $x^2 + x - 12$ We know we can factor this equation and we do so by setting up a potential FOIL that will lead us to the final result of this equation. So our parentheticals will look like this: $(x +/-$ __$)(x +/-$ __$)$ We're not yet sure whether we will be adding or subtracting our integers in each equation and we don't yet know what the integers will be, but we do know that we will need a single $x$ value in each to give us our F of $x^2$ when we FOIL them out. Now, we know that the L, last, numbers in the parenthesis will make the final integer value in our quadratic equation. This means that we know that the last two numbers in each of the parenthetical expressions must multiply together to equal -12. Since we also know that the only way to multiply two numbers and get a negative, one number must be negative and one must be positive. This must mean that one of the parenthetical expressions will have a minus sign and the other must have a plus sign. To equal -12, our potential integer value pairs could therefore be: $-1, 12$ $-2, 6$ $-3, 4$ $-4, 3$ $-6, 2$ $-12, 1$ Now only one of these pairs of numbers will work as the solution to our equation, so let us test them out to see which will give us our original polynomial once we FOIL them. $(x - 1)(x + 12)$ If we properly FOIL this expression, we will end up with: $x^2 +12x - x -12$ $x^2 +11x - 12$ This does NOT give us the right equation, so we must try again with another pair of integers. $(x - 2)(x + 6)$ $x^2 + 6x - 2x - 12$ $x^2 + 2x -12$ Again, this is NOT our original equation, so we know that this pair of integers is not correct. We must try again. $(x - 3)(x + 4)$ $x^2 + 4x - 3x - 12$ $x^2 + x -12$ This DOES match our original equation and, since there can be only two solutions to any quadratic equation, we know that all the other pairs of numbers must be incorrect. With this, we have now properly factored our polynomial/quadratic equation, but we still have one more step to go; we must complete the problem by setting each parenthetical expression to zero and solving for the $x$-value. Why? Because, again, the two solutions to any quadratic equation are the two values of $x$ when $y = 0$. Spoiler alert: our parabola will look like this when graphed. So let's take both our parentheticals and set them each to 0. $(x - 3)(x + 4)$ $x - 3 = 0$ $x = 3$ And $x + 4 = 0$ $x = -4$ Once we have successfully factored our equation, we can see that the final solutions to our polynomial graph are: 3 and -4. [Do take note: though it may look like factoring is a long and involved process, requiring tremendous trial and error, it will become much faster and more instinctual the more you practice with it.] Just as there are several different types of floofers dogs, there are several different types of polynomial questions. (Perros/Wikimedia) Typical Polynomial ACT Math Questions You'll see three main types of polynomial problems on the ACT. These are: #1: Factoring and FOIL-ing polynomial problems #2: Graphing polynomial problems #3: Operations (multiplication, division, addition, or subtraction) of polynomials Let's look at each of these types of problems in more detail. Factoring and FOIL-ing Polynomial Problems These are the most common polynomial problems you'll see on the test. Generally, these problems will ask you to find the two solutions to a quadratic polynomial expression. To solve these types of problems, you must follow the same process we walked through in the last section on factoring and FOIL-ing. Alternatively, you can also use the strategy of plugging in answers (PIA) if you prefer not to factor and FOIL. If $2x^2+6x=36$, what are the possible values of $x$? F. -12 and 3G. -6 and 3H. -3 and 6J. -3 and 12K. 12 and 15 Solving Method 1: Factoring To solve this problem, let us first set the equation to zero, so that we can work with the full polynomial expression on one side of the equals sign. $2x^2 + 6x = 36$ $2x^2 + 6x - 36 = 0$ Now let us set up our parentheticals. $(2x +/-$ __$)(x +/-$ __$)$ Just by looking at the polynomial in question, we can make an educated guess as to what integer pair will be used to create -36 as their multiple, out of all the possible number pairings. Most likely, the pairing will be -6 and 6 or 6 and -6 (rather than -1 and 36, -2 and 18, -3 and 12, or -4 and 9) and we can see why if we plug them in. $(2x - 6)(x + 6)$ $2x^2 + 12x - 6x - 36$ $2x^2 + 6x - 36$ This matches our given equation, so we know this must be our proper factored expression. Now we need to finish finding our two solutions by setting each parenthetical to zero. $2x - 6 = 0$ $2x = 6$ $x = 3$ And $x + 6 = 0$ $x = -6$ Our final solutions are 3 and -6. Our final answer is G, -6 and 3. Again, the more often you work with factoring polynomials, the better your instincts will become at finding the right numbers to fill in your FOIL-ing. But don't despair if your instincts haven't gotten there yet or if you would rather solve the question by plugging in answers instead! Let's take a look at how. Solving Method 2: Plugging in Answers If we again take our same polynomial, $2x^2 + 6x = 36$ We could plug in our answer choices in place of $x$ to see which two solutions fulfill the equation. If we start with answer choice F, we would get: $2x^2 + 6x = 36$ $2(-12)^2 + 6(-12) = 36$ $2(144) - 72 = 36$ $216 = 36$ Since this solution is NOT correct, answer choice F cannot be true. Answer choice G gives us: $2x^2 + 6x = 36$ $2(-6)^2 + 6(-6) = 36$ $2(36) - 36 = 36$ $72 - 36 = 36$ $36 = 36$ This is correct, but we must also test the second solution to make sure that answer choice G is the final answer. Both solutions must match in order for the answer choice to be correct. $2(3)^2 + 6(3) = 36$ $2(9) + 18 = 36$ $18 + 18 = 36$ $36 = 36$ Both solutions for $x$ fit our equation. This means that answer choice G (and only answer choice G) is correct. Again, our final answer is G, -6, 3. Graphing Polynomial Problems Sometimes you may be asked to graph polynomials, identify polynomial graphs, or answer questions about given polynomial graphs. To answer these questions, it's a good idea to re-familiarize yourself with the basics of linear graphs and functions, if you haven't already. We know that the solution(s) of a parabola is measured at the intersection of the parabola with the $x$-axis (when $y = 0$). By looking at this graph, we can see that the parabola hits the $x$-axis at two distinct points- one point where the $x$ value would be negative and one point where the $x$ value would be positive. Notice that it doesn't actually matter if we know what the values are, just that one is to the left of the $y$-axis and one is to the right of the $y$-axis. (For more on the coordinate plane and its negatives and positives, check out our guide to ACT points). Our final answer is H, 1 positive real solution and 1 negative real solution. Polynomial Operations The final category of polynomial problems you'll see on the test are operations problems involving polynomials. These will most often be located somewhere in the first fifteen or twenty questions on the test and you'll generally be able to solve them just fine if you are familiar with your algebraic operations. What polynomial must be added to $x^2-2x+6$ so that the sum is $3x^2+7x$? A. $4x^2+5x+6$B. $3x^2+9x+6$C. $3x^2+9x-6$D. $2x^2+9x-6$E. $2x^2-5x+6$ Here, we are adding unknown polynomial $a + b + c$ to our given polynomial $x^2 - 2x + 6$ in order to equal $3x^2 + 7x$. If we know our operations, then we know that like terms can only be combined with like terms. So let us take these polynomials piece by piece. $x^2 + a = 3x^2$ $a = 2x^2$ We know that our first term must be $2x^2$, so we can eliminate answer choices A, B, and C. $-2x + b = 7x$ $b = 9x$ We now know that the second term in our polynomial must be $9x$, which means that we can eliminate answer choice E. Even without finishing the problem, we can confidently select answer choice D as the correct answer. But we can also finish up just to make absolutely sure. $6 + c = 0$ $c = -6$ Once we put our pieces together, we know we must add the polynomial $2x^2 + 9x - 6$ to our given polynomial in order to equal the polynomial that we want. Our final answer is D, $2x^2 + 9x - 6$ Now to slot those last few pieces into place and we're all set to go! Strategies for Solving Polynomial Questions Though you will see a few different types of polynomial problems on the ACT, there are a few strategies you can use to make solving polynomial problems as a whole a little easier. Strategy 1: Remember to Review Your Operations and Functions Guides Operations questions and function questions go hand in hand with polynomial questions, so it's a good idea to keep a close eye on all three math topics and learn how they work together. For instance, it would be difficult to solve your graphing polynomial questions or your operations of polynomials without at least a passing understanding of algebraic operations or functions as a whole. Strategy 2: Write It Out It can become very tempting to work with polynomials completely in your head, especially if you're already familiar with polynomials, factoring, and FOIL-ing. But doing this can lead you to make careless errors and select "bait" answer options. The ACT is a fast paced test and the test-makers know that this kind of time pressure can lead students to start working in their heads to speed up the process. To make the test challenging, polynomial questions often use negatives or large numbers, and so it can be all too easy to fall for a bait answer choice if you do all your polynomial math in your head. Just remember to take a breath and write your information down as you work through your problems to avoid careless errors such as these, especially when it comes to your positives and negatives. Strategy 3: Remember to Use PIA When Necessary If you're not that familiar with factoring polynomial quadratic expressions (or it's just been a long time since you've done it in school) and you're struggling to do so quickly and efficiently, it might be a good idea for you to switch techniques and start using the strategy of plugging in answers to find your solutions instead. It may take a little longer to use this technique, but it will always lead you to the correct solution. So if you've come up against factoring and can't quite manage it for any reason, don't panic- you can absolutely still solve the problem just by using PIA. Test Your Knowledge Ready to put your polynomial knowledge to the test? Then let's dive in! 1. Which of the following is a factored form of the expression $5x^2 -13x-6$? A. $(x-3)(5x+2)$B. $(x-2)(5x-3)$C. $(x-2)(5x+3)$D. $(x+2)(5x-3)$E. $(x+3)(5x-2)$ 2. In the equation $x^2+mx+n=0$, $m$ and $n$ are integers. The only possible value for $x$ is -3. What is the value of $m$? A. 3B. -3C. 6D. -6E. 9 3. 4. What values of $x$ are solutions for $x^2+2x=8$? A. -4 and 2B. -2 and 0C. -2 and 4D. 0 and 2E. 6 and 8 Answers: A, C, J, A Answer Explanations: 1. To solve this problem, we can either factor the polynomial ourselves or we can simply test our answer choices and see which is correct. In this case, let us simply test our answer choices using PIA. Answer choice A gives us $(x - 3)(5x + 2)$. Let us FOIL this out. $(x * 5x) + (x * 2) + (-3 * 5x) + (-3 * 2)$ $5x^2 + 2x - 15x - 6$ $5x^2 - 13x - 6$ This is exactly the polynomial we needed to find so luckily for us, we can stop here. We know by the rules of multiple choice that there will only ever be one correct answer, so we know answer choice A will be the one right solution- no need to test any others. Our final answer is A, $(x - 3)(5x + 2)$. 2. If we remember from our earlier lessons, we know that a factored polynomial will typically have two solutions. For example, if our factoring gives us $(x - 3)(x + 4)$, our final two solutions will be $x - 3 = 0$ = $x = 3$ and $x + 4 = 0$ = $x = -4$. This gives us our two solutions of +3 and -4. So what does it mean that a polynomial only has one solution? It would mean that our factored polynomial would have to be a square. That way the two solutions would be the same. For example, if we had $(x + 7)(x + 7)$, our only solution would be $x + 7 = 0$ = -7. So if our polynomial is $x^2 + mx + n = 0$, and our only solution is -3, then we know that our factoring is going to look like: $(x + 3)(x + 3)$ Why? This gives us our final solution of -3, since $x + 3 = 0$ = $x = -3$. Now, to find the value of $m$, we need to FOIL back out our factoring. $(x + 3)(x + 3)$ $(x * x) + (x * 3) + (3 * x) + (3 * 3)$ $x^2 + 3x + 3x + 9$ $x^2 + 6x + 9$ The 6 is now standing in place of our $m$ variable, so our $m = 6$. Our final answer is C, 6. 3. Though you can set up your own quadratic equation to fit the problem, the easiest way to solve this question is to test out point on your graphs and see which one fits the premise. We are told that the y-coordinate value of any point will be the $x$-coordinate squared minus 1, so let's test each graph. Graph H is a constant graph. As we saw from constant graphs earlier and as we can see here, the $y$-coordinate value never changes. This means that the $x$-coordinates will increase or decrease, but the $y$-coordinate for any point will NOT be exactly 1 less than the $x$-coordinate squared. We can eliminate graph H. For the same reason, we can eliminate graph G; the $x$-coordinate value never changes even as the $y$-coordinate value does. This does not fit our criteria. We can also eliminate graph K, as it would be impossible for such a parabola to open downwards. If the $x$-coordinates values were negative, then anything smaller than -1 (say -2) would result in a positive y-coordinate value, according to our rules. For instance, if $x$ were -2, then y would be: $-2^2 - 1 = 3$. So we are left with two graphs- J and H- both which look promising for the moment. Let us test some values for them. In graph J, we can roughly estimate a few points to be $(0, -1)$, $(-1, 0)$ and perhaps roughly $(2, 3)$. If we go off our premise of $y = x^2 - 1$, then all of these points fits our criteria. $0^2 - 1 = -1$ $-1^2 - 1 = 0$ $2^2 - 1 = 3$ It's pretty certain that J is our right answer, but since we were estimating our points, it's a good idea to rule out graph H if we can. We can roughly estimate three of the points on graph H to be: $(0, 1)$, $(2, 2)$ and perhaps $(-2, 5)$. None of these match our criteria. $0^2 - 1 ≠  1$ $2^2 - 1 ≠  2$ $-2^2 - 1 ≠  5$ We have confirmed that graph J is indeed correct. Our final answer is J. 4. Here we have another problem that we can either factor ourselves or use PIA for. This time, let us factor. First, we need to bring everything to one side of the equals sign, so let us subtract both sides by 8. $x^2 + 2x - 8 = 0$ Now, we can factor. We know we need two numbers multiplied together to equal -8, so one of them must be a negative. These numbers must also add together to equal +2, so our likely pairing will be +4 and -2. Let us test it out to be sure. $(x + 4)(x - 2)$ $(x * x) + (x * -2) + (4 * x) + (4 * -2)$ $x^2 - 2x + 4x - 8$ $x^2 + 2x - 8$ Perfect, we've found our factors! Now we just need to set each to zero to find our final solutions. $x + 4 = 0$ $x = -4$ And $x - 2 = 0$ $x = 2$ Our final answer is A, -4 and 2. Whoo, you did it! No need to toot your own horn, we'll do it for you- congrats! The Take-Aways Polynomial questions can sometimes be tricky, but a solid understanding of functions and operations can help you tremendously when it comes to understanding how to visualize and manipulate your polynomial expressions. Just remember to not underestimate the value of keeping track of your positive and negative signs and you'll be knocking out a not-insignificant chunk of your ACT math section in no time. What's Next? Now that you've taken on polynomials (and no doubt rocked them), you might want to take a look at our other ACT math guides for any individual math topic you could need. From ratios to rotations, points to probabilities, we've got your covered. Running into some snags with your FOILing and factoring? You might want to review the distributive property and perfect squares. What does it mean to complete the square and how is that relevant to polynomials and factoring? Learn about completing the square and when you'll need to use it here. Stuck on an ACT math problem? Whether you're stuck on a study guide, a practice test, or you just want to know how to get yourself out of a math bind on test day, don't sweat it. We'll show you how to figure our when you're really stuck and what to do about it. Want to make sure you're really prepared for test day? We've gathered together the best ACT math resources available and compiled them into one ultimate ACT math study guide. No more hunting for tips and resources- they're available at your fingertips in one easy place. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Dolphins Essay Example | Topics and Well Written Essays - 750 words

Dolphins - Essay Example Another factor was that pent-up consumer spending from the Great Depression and war exploded into a period of economic dynamism that propelled American hegemony. 2. The Bretton Woods System is a landmark contribution to the world economy. In the mid-20th century this system worked as a means of establishing the rules and financial regulations for the world’s major industrialized countries. Major independent nations met in Bretton Woods in 1944 and agreed to establish a number of major institutions. Among these institutions are the International Monetary Fund (IMF) and the International Bank for Reconstruction and Development (IBRD) (Boyer). The system required world nations to adopt a exchange rate that tied their currency to the US dollar, allowing the IMF the ability to correct transitory payment imbalances. 3. 1968-1971 witnessed the decline of Bretton Woods System. The decline of the Bretton Woods System was greatly linked to United States currency policy changes. While during the establishment of Bretton Woods the United States had been the unchallenged hegemonic power, by the late 1960s Japan and Europe had both gained considerable economic clout. Another factor was that the Vietnam and Cold War increasingly made the United States position as the world’s central banker untenable (Boyer). In the early 1970s the United States went off the gold standard in what has been termed the Nixon Shock, effectively ending this early period of Bretton Woods. 4. 1968 experienced worldwide revolutions that posed significant challenges to modern capitalism and communism. In large part the children of this era grew up in an environment where they had ready access to television with global reach. The ability to look into foreign nations engendered an environment of self-reflexivity and the 1968 protests were the incarnation of these changing perspectives (Boyer). Both capitalist and communist nations experienced these protests. While not

Local Police Response to Terrorism Research Paper

Local Police Response to Terrorism - Research Paper Example It is quite clear that the national security agencies cannot work alone in the fight against terrorism. Hence the situation requires team work among the private and public agencies; most importantly along with the local police. All of them must work in tandem to ensure the security of the country. Getting back to the role of local police it is to be said that local police can definitely identify probable terrorists operating or living in the respective jurisdictions and thus coordinate with the other agencies to prevent or even to respond to terror attacks. However, such responsibilities are of extreme significance and may lead to increase in the work load of the police of force, which to be honest is already quite hectic (Jongman, 2005). The present study looks to analyze the importance of the role of the local police in the fight against terrorism. During the course of the study various aspects such as the effect of political, economic and social changes on the law enforcement agen cies including local police; importance of partnership among local communities and local police along with other critical issues such as related to the role of the local police in the battle against terror has been analyzed. ... It has also been claimed by both of them that this role not much different in the role that the authorities play in case of the fight against local crimes. It has also been argued that counter terrorism should be added into the everyday departments. This should be inducted in to the agendas of every meeting. The officers should be communicated and trained regarding the new role to ensure that the prevention against terrorism becomes a part of the daily thought process and routine. However, things are easier said than done. It is needless to discuss that terrorist attacks are quite rare events. Terrorist attacks would not occur as frequently as a homicide or robbery or theft (Miller and Braswell, 2010). The arguments posted by Researchers are absolutely right and has to be agreed. However, the next question that comes to mind would be: What can the local police actually do? One mat say that the local police can collect intelligence about probable terrorism activities; ensure the prote ction of seemingly vulnerable targets are protected; and there would also be the most obvious response, i.e. the local police should always be in a position to respond to any kind of attack. The last topic is quite controversial and hence in the best interest of the research it has been avoided and hence the first two tasks would be discussed. Such an approach is of great significance because if the phrase prevention is better that cure had to come true then it would be for the battle against terrorism. It is needless to discuss about the devastation of terrorist attacks and hence the prime focus should be on avoiding such disasters rather than any other crime such as murder of robbery, where the main focus would be to ensure that the criminal(s)

Arts Complementing Each Other Essay Example | Topics and Well Written Essays - 500 words

Arts Complementing Each Other - Essay Example Though sculpture and music are two entirely different areas of art, some times each can be seen as complementing the other. One can easily recognize that Edward MacDowell’s music complement Ed Kienholz’s sculpture in more ways than one. As Americans, both of them have been naturally influenced by many factors that are unique to American culture. Mac Dowell’s Indian Suite amply illustrates this complementary nature. The composer himself acknowledged the source of his themes for this to be Amerindian Folk songs. However, it was not an imitation or just a restating of Amerindian music exactly. The treatment is quite Mac Dowellian, so to speak, as he maintains a unique identity and character to his work. Potent and vigorous, the theme is unusual, and at times bordering on bizarre. This characteristic is amply echoed in Kienholz’s sculptures like John Doe. The vast, empty spaces of Amerindian country and the exhilarating sense of freedom the musical piece sugge sts has its counterpart in Kienholz’s sculptural form and architectural space.

Sincerity and Professional Ethics Essay Example | Topics and Well Written Essays - 2000 words

Sincerity and Professional Ethics - Essay Example From early childhood, ethics are being taught and understood so that one makes them a part of his/her personality and do not get diverted from them at later stages. Moral values like speaking of truth always, obeying of elders and sincerity for others are some basic ethics which are expected from every individual in his/her personal and professional life. The difference line between ethics and immorality is as simple as what to do and what not to do to become a good human being and a beneficial part of the society. Ethics are needed to be followed in every mode of life, from homes to workplace, from high business dealings to small private jobs; personal and professional ethics are of extreme consideration and importance and people who follow these are highly acknowledged. These are not meant to be known only rather these are meant for understanding and correctly implementing at proper occasions. A good life is based upon a correct set of norms and values which define its code of ethics. These norms and values are not individual sets of political, religious or social basis rather they reflect logical point of views which must be adapted in order to have a better life for self and for others. These ethics are universally accepted as these are independent of culture, society or religion. Philosophically, ethics are termed as determination of right and wrong and involve such decisions which identify the borders and limits of do’s don’ts. These demand reason and logics to be followed in real life so that one can live an easy and contended life (Fletcher 1966). Simple moral ethics include taking care of sick, obeying of elders, avoiding lies, fair dealings etc. All these are common in every society and every religion of the world. Professional Ethics No doubt that ethics are given privilege at any place and at any level of like, but professional ethics are of partic ular importance in this regard. Professionalism is a very main aspect of life in which more than half of the population of the world is involved. A person who goes to a work place to earn for life is termed as a professional, particularly who have some skills and expertise by which he/she can serve the organizations with what he/she is affiliated. Since professionals are specialists of their corresponding fields, they can perform such activities and functions which an ordinary person and general public cannot, since they have the knowledge and expertise. The way in which a professional use his/her knowledge and conduct his/her self at his/her workplace is known as professional ethics and morals. These ethics are a predefined set of rules which every professional should adapt so as to become a nice colleague, a good subordinate, a better manager and a beneficial part of the organization for what he/she works. For different professionals, there are different codes of ethics which they have to follow in order to serve the society well. For examples, doctors have to take an oath by which they are bound to serve the humanity at all costs and by the best of their knowledge and expertise. They must prefer patients upon self and make their best efforts to cure them. Other professionals like engineers, IT professionals, teachers, scientists etc have different professional ethics which are sometimes defined by the corresponding work organizations. Social organizations like Institute of Electrical and Electronics Engineers IEEE define a code of ethics for all professionals. According to that, all IEEE members are bound to show responsibility in enhancing such technologies which are beneficial to the general

Nutrition and Autism Assignment Example | Topics and Well Written Essays - 500 words - 1

Nutrition and Autism - Assignment Example Moreover, the elimination of lead-loaded petro has been identified as a deliberate campaign program that has been adopted to eliminate the adverse effects of the chemical substances. The article, therefore, links development of autism t exposure to chemical agents and thus its prevention lies squarely on elimination of exposure. Besides, the author identifies that children are more prone to these chemical agents. Exposure is mainly through maternal transfer to the baby during pregnancy or consistent early exposure to these chemicals. Whichever the case, there are over 200 chemicals that have been proven in laboratories to inhibit brain development. However, there is a critical impediment identified by the author as stumbling a block in avoidance of these chemicals. Firstly, the threshold to prove is too high and require study sample with the control group that is impossible due to ethical consideration. Besides, there are still gaps in chemical neurotoxicity tests leading to insufficient literature (Grandjean and Landrigan 2169). Despite the shortcomings, the article suggests removal of food items that contain these dangerous elements. I feel that the article is scientific and ought to offer direction to food industries that use chemical additives as preservatives or as food components. Mercury and lead have been identified many times as the dangerous elements whose exposure at pregnancy predisposes to teratogenicity. I consider the article findings on chemicals in food, fuel or any other source substantially convincing and policy makers should work around the clock to prevent exposure as an important step in prevention against autism and related conditions. The article explores nutrition, autism and how a combination of nutritional supplements can benefit autistic children. It further reports experimental studies that help affirm suggestion that vitamin B6 and Magnesium element combination is more

Sincerity and Professional Ethics Essay Example | Topics and Well Written Essays - 2000 words

Sincerity and Professional Ethics - Essay Example From early childhood, ethics are being taught and understood so that one makes them a part of his/her personality and do not get diverted from them at later stages. Moral values like speaking of truth always, obeying of elders and sincerity for others are some basic ethics which are expected from every individual in his/her personal and professional life. The difference line between ethics and immorality is as simple as what to do and what not to do to become a good human being and a beneficial part of the society. Ethics are needed to be followed in every mode of life, from homes to workplace, from high business dealings to small private jobs; personal and professional ethics are of extreme consideration and importance and people who follow these are highly acknowledged. These are not meant to be known only rather these are meant for understanding and correctly implementing at proper occasions. A good life is based upon a correct set of norms and values which define its code of ethics. These norms and values are not individual sets of political, religious or social basis rather they reflect logical point of views which must be adapted in order to have a better life for self and for others. These ethics are universally accepted as these are independent of culture, society or religion. Philosophically, ethics are termed as determination of right and wrong and involve such decisions which identify the borders and limits of do’s don’ts. These demand reason and logics to be followed in real life so that one can live an easy and contended life (Fletcher 1966). Simple moral ethics include taking care of sick, obeying of elders, avoiding lies, fair dealings etc. All these are common in every society and every religion of the world. Professional Ethics No doubt that ethics are given privilege at any place and at any level of like, but professional ethics are of partic ular importance in this regard. Professionalism is a very main aspect of life in which more than half of the population of the world is involved. A person who goes to a work place to earn for life is termed as a professional, particularly who have some skills and expertise by which he/she can serve the organizations with what he/she is affiliated. Since professionals are specialists of their corresponding fields, they can perform such activities and functions which an ordinary person and general public cannot, since they have the knowledge and expertise. The way in which a professional use his/her knowledge and conduct his/her self at his/her workplace is known as professional ethics and morals. These ethics are a predefined set of rules which every professional should adapt so as to become a nice colleague, a good subordinate, a better manager and a beneficial part of the organization for what he/she works. For different professionals, there are different codes of ethics which they have to follow in order to serve the society well. For examples, doctors have to take an oath by which they are bound to serve the humanity at all costs and by the best of their knowledge and expertise. They must prefer patients upon self and make their best efforts to cure them. Other professionals like engineers, IT professionals, teachers, scientists etc have different professional ethics which are sometimes defined by the corresponding work organizations. Social organizations like Institute of Electrical and Electronics Engineers IEEE define a code of ethics for all professionals. According to that, all IEEE members are bound to show responsibility in enhancing such technologies which are beneficial to the general

Taino Construction Supplies Case Study Example | Topics and Well Written Essays - 500 words

Taino Construction Supplies - Case Study Example Besides the company is environment protection and social oriented. This is reflected in green building and social projects participation, using alternative ways of the extraction of sand. Secondly, Rivera analyses the company’s competitors, customers and market situation. It appears that though Taino does not have direct local competitors there are competitors on the global level and the main of them is Cementos de Mexico which is Tainos partner and client at the same time. Another big customer is House Depot (retail) and some big construction companies. The market analysis shows that the construction market in San Felipe is in time of crisis. However, some segments for example â€Å"do-it-yourself† are stable. Besides the company have faced with other challenges, such as government, environmental groups and partners difficult relations. At the same there are emerging possibilities on the market to raise sales of some products in home market and exporting to other count ries in particular into some states in the USA affected by hurricanes. Consequently, Mario Rivers searches for the ways of turning all the innovation investments in competitive edge of the company.

Viva Translations Essay Example for Free

Viva Translations Essay For example, Translators without Borders is listed as Ð ° partner, together with Viva Translations in Lisbon and Eulogia (currently Ð ° dead link), on the Eurotexte site. Similarly, the Translators without Borders site features Ð ° link to Eurotexte on the main page and, after outlining the groups services to several humanitarian organizations, informs us that many Eurotexte translators and staff volunteer their time for these important translation jobs so that translations can be provided free to humanitarian NGOs. The narrative of Translators without Borders is also structurally incoherent in another respect, as Ð ° consequence of its dependence on and overlap with the Eurotexte narrative. Translators without Borders, listed under the rubric â€Å"Success Stories† on the Eurotexte site, espouse humanitarian and political ideals that are arguably at odds with Eurotexte practices. Lori Thicke, managing director of Eurotexte and founder of Translators Without Borders, addresses these ideals in an undated speech to the Italian Federation of Translation Companies, which she begins with Ð ° powerful reminder of the atrocities committed in Chechnya, Palestine, and Kosovo. Ð  man in Chechnya says, Ð  ground-to-ground missile killed my two sons in the market in Grozny. They werent fighters-they were just there to buy some jeans. The Palestinian girl who at first is too afraid to talk to the visitors, whispers, І dont think were going to come out of this alive. on Ð ° forced March to the border Ð ° mother in Kosovo cries as the soldier takes aim, Not him, hes not even 15! Thicke goes on to ask, If theres no money for translations, who will tell their stories? This is Ð ° valid question and an admirable call for intervention. Yet at the same time the Eurotexte site proudly lists among its top clients numerous companies that are directly or indirectly implicated in the very atrocities that communities like Translators without Borders are meant to be bringing to our attention. These include General Electric, the subject of an intense boycott campaign by various peace groups between 1986 and 1993 because of its involvement in the production and sale of nuclear weapons. As Ð ° major U. S. defense contractor, it is now back on the boycott lists of several anti-war groups. Similar criticisms could be leveled at other clients that Eurotexte proudly lists on its site, including Loreal, as well as its subsidiary Lancome. Apart from its dismal record on animal testing, Loreal established Israel as its commercial center in the Middle East in 1995 and in 1998 received Israels Jubilee Award, for organizations who have done most to strengthen the Israeli economy. Loreal is on the boycott lists of various solidarity groups set up precisely to respond to the kind of fear and oppression opposed by the humanitarian organizations that are served by Translators without Borders. At best, then, Eurotexte/ Translators Without Borders may be accused of taking only Ð ° superficial interest in the plight of the groups it presumes to defend and of failing to look into the wider context of the tragedies it purports to oppose. At worst Eurotexte knowingly and cynically exploits both oppressor and oppressed to further its own commercial success. In Fishers framework, fidelity ultimately ranks higher than coherence. Structural incoherence of the type outlined above in the narrative of Translators Without Borders can in principle be explained and even justified from the perspective of narrative fidelity. Narrative fidelity, as І explained earlier, allows us to test Ð ° story in relation to its reasons as well as the values it promotes In terms of reasons, one could argue that Eurotexte has not misrepresented its links with Translators without Borders and has not sought to mislead by omitting facts about how the two organizations relate to each other. Eurotexte can only gain by its links with Translators without Borders; thus, the reasons for its particular narrative being what it is is logical and justified. For Eurotexte, doing good comes at Ð ° price; the ability to use Translators Without Borders as Ð ° selling point at the same time as keeping its own operation focused on making money ensures that translators without borders can continue to enjoy Ð ° stable platform at the same time that Eurotexte can continue its associations with clients like General Electric and Loreal. In her speech cited above, Thicke explicitly maintains this duality, stating, I’m sure І dont have to convince you of the importance of humanitarian work. If you didnt believe in it, you wouldnt be here today. But were in business. We all need to make money. Good works are often Ð ° luxury we cant afford. or can us? The great news І have for you today is that good works not only help the world: they can also be good for business. Much as І believe in good works, I’m Ð ° businesswoman, through and through Apart from indirectly securing Ð ° financial basis for its activities by promoting its sponsor as Ð ° responsible agency, however, it is not obvious how the aims of Translators Without Borders are served by being commoditized to enhance the image of Eurotexte. It is this element of the commoditization of the humanitarian work of the group that undermines the narrative of Translators without Borders, particularly in light of Fishers fidelity principles. Here, we ask what kind of worldview is promoted by the narrative under examination and what cultural values it directly or indirectly gives credence to.

Explain How Motivation Can Affect Employees Commitment Commerce Essay

Explain How Motivation Can Affect Employees Commitment Commerce Essay The concept of motivation refers to a driving force within all individuals to attain or avoid some objectives (be the objectives tangible, money and goods or intangible; a person or relationship). Motivation is a psychological process that originates both within and also beyond an individual; it initiates work-related behaviour, and determines the form, direction, intensity and duration of employees behaviour. This essay provides an understanding of how managers can adopt different types of motivation theories in order to affect an employees commitment and performance at work. These motivation theories are categories into content theories (for instance, Hierarchy of needs, ERG-Model) and process theories (for instance, Equity theory, and expectancy theory). In addition, the essay explains how employees are intrinsically motivated and extrinsic and how pay affect commitment and performance. Managers must understand employees motives, as it affects the extent to which employees utilise their skills and ability at work. Motivation makes people try to achieve certain targets in order to satisfy a particular need or expectation. It affect and employees behaviour in a certain way and makes them make decisions to act in certain way and to continue with these actions until they satisfy their needs and expectations. Thus, a manager must adopt motivation theories in order to influence the behaviour and performance of employees. Once a manager satisfies the need of an employee production and commitment to the organization will increase. Abraham Maslow (1943) believed that is it human nature to want things. He claimed that what we want also depends on what we already have. According to Marlow, there is a five level hierarchy of needs; when an employee satisfies most of one need, he or she seeks to reach the next level. Beginning with the physiological need (such as hunger, sleep, sex) at bottom, a employees would move to the second stage; safety need (for instance shelter and security). Thirdly, love need; this involves an employee having a sense of belonging, (for instance, being a team member and sharing love). Fourth level consists of esteem needs, which are met by professional (or personal) achievement, recognition and respect. At the pick of the hierarchy is self-actualization needs; this is where employees realise their full potential. In striving, for achieving these needs, employees are motivated by those goals that are seen as attainable, and then eventually leading to self-actualization. Once at that level and employees performance will rise as well as show commitment to the organisation. Once a need is satisfied, it is no longer a motive. An employee striving for high level needs is unsatisfied. If an employee cannot achieve the next level of needs, their performance in the work place may suffer. If their needs cannot be met or have already been met, an individual may feel that they have nothing to work for and will therefore be unhappy in their job and want to change. Managers should provide tools and support to allow employees to reach the next level. Once at the top of the hierarchy (self actualisation), managers must promote and maintain psychological wellbeing at work. This increases an employees commitment to the organisation and allows them to utilise their skills effectively. However, Maslows hierarchy has been criticized for assuming motivation is hierarchical. Also, employees needs are so complex and different that motivation and job satisfaction may not be able to be generalised. Aderfer (1972) studied Maslows hierarchy of needs and created the ERG theory. This theory states that there are three core needs: Existence, Relatedness and Growth (ERG). He realised that some of Maslows hierarchy levels overlapped. He addressed this and reduced the hierarchy down to three levels. The first level, existence, is concerned with providing basic material existence motivators (physiological and physical safety needs). Relatedness is an employees need of interpersonal relationships, achieving group and team recognition. These align with Maslows social needs and the external component of Maslow esteem needs. Finally, growth needs relates to an employees intrinsic needs and personal development. This includes esteem and self-actualization. The ERG theory states that an employee is motivated by more than one need. The theory also addresses differences in culture and is an improvement of the Maslow theory. Also, the order in which needs are satisfied differs from individual to individual. A manager must understand that an employee has various needs to satisfy. If a manager solely concentrated on one need at a time, he or she is not able to effectively motivate an employee to commit to the organisation. Also the frustration-regression aspect of this theory has an effect on workplace motivation, meaning when an employees higher-order needs arent achieved, employees aim at lower-order needs which are easier to satisfy. For instance, if an employee is not provided with growth and advancement opportunities, they might address less important needs like socialization, if the environment permits it. When a manager realises this, steps can be taken in to fulfil these needs and encourage commitment and performance of the employee. In 2009 the Southeast airline was one of the most profitable airlines in the world. This was no accident, but phenomena of well-motivated employees. Managers used the key concepts of Aderfer motivation theory in order to develop and enforce company values. These values encompassed that employees come first and then customers and stockholder. Through this employee felt a sense of belonging (the Relatedness needs) which in turn increased an employees commitment and performance at work and lowered staff turnover for the Southeast airline company. Fredrick Herzbergs (1959) two factor theory, or motivation hygiene, builds on Maslows research on intrinsic motivation in the workplace. The first factor is hygiene or maintenance, the second one is motivators or growth. Based on his research, he concluded that there are some job conditions which dissatisfy employees, while other job conditions motivate and increase job satisfaction. Traditionally, managers saw the hygiene factors (extrinsic issues) as motivators for employees, but according to this theory these are potentially dissatisfying factors, as they dont really provide motivation for an employee, however the absence of these factors causes dissatisfaction with salary, working conditions and supervision. Motivation factors are intrinsic issues helping increase motivation and job satisfaction. To ensure commitment and performance of an employee, a manager ensures these factors are present as they affect the level of job satisfaction. These factors are achievement, responsibility and autonomy. Nevertheless, critics say it mainly relates to workers in unskilled jobs, or uninteresting, repetitive work. Maslows and Herzbergs theories are called content theories; a theory referring to what drives or pushes employees in relation to satisfaction and commitment to an organisation. There are also theories known as process theories that concern themselves with the process that involves motivation. This can be related to pay. Many employees are motivated by performance-based pay, an incentive linked to performance, acting as a motivator. These desires for tangible rewards are classified as extrinsic motivation factors. Many theorists think payment relates to performance. Graham and Sluckin (1954) and Opsal and Dunnette (1966) explained it is easy to find employees in an industry who value money highly, and when if people know salary is pay based, they will often work much harder. F.W Taylor (1991) also believed that those workers are solely motivated by monetary incentives, and they want to obtain the highest possible wage through working in the best and most efficient way. This approach is also known as the rational-economic concept of motivation. Some payment-performance theories are expectancy theory (Vroom, 1964), goal-setting theory (Lock and Latham, 1984, 1990). Vroom believed that individuals are motivated by the results of their action. To explain, he constructed a model with three variables: force, valence and expectancy. Force is the effort an individual uses to carry out a particular task. Valance is the attractiveness of the outcome and expectance is the employee expectation of the outcome. According to the theory, motivational force is a function of valence and expectancy (force=valence x Expectancy). The expectancy theory suggests individuals will adjust their behaviour only if the rewards are valued. However, unless rewards are perceived by individuals to be sufficiently attractive and worth the effort needed to achieve them, they will not act as a catalyst to encourage higher performance levels. The basis of goal-setting theory is that goals employees pursue are a significant factor in superior performance. For these to be motivators, the SMART principles (specific, measureable, agreed realists and timed) need to be applied. Lawler and Porters motivational model recognises individual abilities and role perception have to be taken into account in the wage/effort bargain. In 1998 a survey revolted that 40% of British companies used pay related performance system in their companies. Today, almost half of all British companies use this type of motivation. This can be especially seen in Global Banks such as Lloyds Bank TSB Group. Nevertheless Critics argue that pay is not the only source of motivation. Managers quote Herzberg view that the job in itself is a source of motivation. This is backed up with studies that reviled that pay is the fifth of their top ten motivations. Lawler (1968) gives an insight on job design and how it affects motivation. He argued that making jobs more challenging (job enrichment) and giving the individual more tasks (job enlargement) will increase an employees sense of accomplishment and achievement after a good performance. This will help satisfy their higher needs as described by Maslow. The correct job design for an individual will increase their satisfaction, in turn leading to motivation and significantly improved performance in the workplace. However, it is important to take individual differences into consideration as differences in motivation exist. The changes in the nature of jobs therefore vary in terms of how effective they are.For instance it is argued that the Japanese approached to job design contributed to the success of car manufacturing in the 1980s Certain types of motivation can also be described as intrinsic, where employees are motivated by a psychological reward, either by overcoming challenges or by individual achievement. Eton Mayo supports this idea of intrinsic Motivation. Through a series of studies at the Hawthorne plant, Mayo concluded that money was not the best way to motivate employees, and that group work and strong manager-team communication are better motivators. Taking this into account, businesses should re-organise or change production to encourage teamwork, and introduce personal departments to encourage greater manager involvement in employees interests. This would motive staff and improve individual and whole business performance. Individuals are also motivated by knowing that they are treated fairly at work. This treatment relates to salary, working conditions and promotion opportunities. This is the basis of Adams equity theory. This looks at how fairly people are treated in comparison to others. When people believe they are treated fairly, they consider different inputs and outcome. If an individual feels that they have not been treated fairly in the workplace, this has an adverse effect on motivation, their productivity is affected. If they think they are being treated fairly, this has positive effects on performance. Conclusion Recommendations for managers

What Will Be The Name? :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Attack on America† â€Å"World War III† These may seem unbelievable, but they are only two of the real life events thundering into the minds of many. Although I am not a fortune teller, I’m still able to voice my opinion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  So far we’ve lived through the age of innocence, next was the age of experience. What is next? My assignment is to name the age of what the last twenty years of the century will be called. The age of loving to hate sounds good to me.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In today’s society our language is vulgar. Not as if to say we’re the only generation that says bad words, I just think that today we use bad words as common language. Men have less respect for women then before. Women are having kids without being married at young ages.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   There was a time when you could walk down the streets safely, leave your front doors unlocked and trust your house to be in good shape the next morning. You pretty much have to be aware of everything these days . It’s almost impossible for us to get along in the world today. The terrorist attacks are showing that world peace will never take place. As a teenager it makes me not want to have children of my own, afraid of what disaster I’m bringing them into.   Ã‚  Ã‚  Ã‚  Ã‚  We all pretty much still engage in the same entertainment as before. The only difference might be that technology is way better. The rides and rollercoasters are

Psychological problems Essay

Early adulthood characterizes a salient developmental phase in the life cycle. There are times, though, when psychological problems begin to appear at this time. Among these key psychological problems include: finding a secure personal identity, making mature intimate relationships, forming up of ideological values looking to the future, identifying a longstanding vocation and realizing one’s bearing. This being a formative period in life, the issue of identity plays a crucial role in sexuality, gender and intimacy. Young adults deal with these elements in more peculiar way. This is because they have energy, hope and idealism that affect the whole society. In the long run, the society plays a major role in affecting the development of young adults. The emotional ups-and-downs tend to drop in early adulthood and become more private and subtler. The young adults are also faced with the desire to have children. This may be because they feel lonely just after college and the fact that they are independent miss closeness to high school and college friends. Some young adults find it difficult to establish mature and intimate relationships. This may be centrally attributed to the way the society defines physical appearance. In this case, for example, an obese young adult may suffer emotionally just because the society relates pleasant appearance to slenderness (especially in women). There exists a presumption that the obese are lazy or glutton. This instills feelings of rejection, depression and shame in the young adult and therefore hampering the making of relationships. The young adults also have a problem with getting to understand their bearing. This is the time you will find them, out of desperation, engaging in alcoholism. According to Boyd, D. & Bee, H. (2006) there exists a correlation between young adult personality and alcohol behavior problems. This however differs for men and women. It is higher in males than females. This is due to shared environmental effects among males. Here some individuals may feel that they are not good enough in the environment they are in because they can’t find job that measure up to their intellectual level. There is also this perception that everyone is doing better than you are in the environment. It is argued that in early adulthood one is likely to suffer from some health problems associated with their psychology (Santrock 2008). In formation on the determinants of health in early adulthood show various transitions necessary to health and later life. Psychological distress causes poor health in early adulthood. The psychological problems may be brought about by the individuals feeling insecure regarding the (1) near future, (2) the long-term plans, life goals, and (3) present accomplishments. When finding a long-lasting vocation become elusive, some individuals feel insecure. For educated individuals who have come to terms with the real life especially in terms of responsibilities experience career stagnation and become extremely insecure. Here they taste the tough, competitive and unforgiving world as they ever imagined. Even with the qualifications they have spent much money and time on are not able to prepare them for this disenchantment. Birren and Schaie (1985) in their book psychology of aging postulates that many individuals after college graduation do not live up to a good standard of living. Many end up in low class houses with roommates instead of having better income to suffice their needs. These substandard living conditions and repetitive work create a lot of anxiety, anger and frustration. They deny feeling like losers and this secrecy intensifies the problem more. Reference: 1. Birren, J. E. , and Schaie, K. W. (Eds. ). (1985). Handbook of the psychology of aging. 2nd Ed. New York: Van Nostrand Reinhold. 2. Boyd, D. & Bee, H. (2006). Lifespan Development (4th Ed. ). New York: NY. Allyn and Bacon. 3. Santrock, J. W. (2008) Life-span development (11th Ed). New York: McGraw-Hill. Payne, V. G. , & Isaacs, L. D. (2008). Human motor development: A lifespan approach (6th Ed. ). New York: McGraw-Hill.

“I Want a Wife” By Judy Brady Essay

Judy Brady is a freelance writer, writing topics mainly relating to the roles of women in society. Judy wrote the piece I Want a Wife right after the second wave of the feminist movement in the United States. The purpose of the movement was to have the right to vote and have the same equal rights as male citizens. Judy’s essay appeared in MS. Magazine in 1971. She used feminist humor to persuade her readers to look objectively at a man’s expectations of what a wife is and should be. Brady’s intended audience was women and men of that time period. Not only does she write to married couples, but people in general. I believe she is trying to get out to the public that these stereotypes of roles for women are wrong and should end! Judy writes in her article about the many demands of being a wife. According to Judy, a wife is also a worker, homemaker, mother, provider, and a sexual partner. She stresses that the roles of women are unfair to the roles of men. And she illustrates this by telling you all the roles. I want a wife who will cook, clean, take care of the children, and my sexual needs all while providing for our family so I can selfishly pursue my dreams (442). She is stirring up emotions for the reader in hopes that this will persuade you to take action. She is clearly telling women to stop and think about their life. You don’t have to act this way, it clearly isn’t fair and needs to stop! Cespedes2 Judy wants people to get angry and take a stand; I believe those are her intentions when writing such an emotional piece. Her argument is clear and to the point. She uses the quote â€Å"I belong to the classification of people know as wives. I am a wife, not altogether incidentally I am a mother† (441). She uses this to show readers that she is creditable and has knowledge in this subject. She is an activist and has experience in knowing the roles herself which create a strong piece for her argument. I believe she is also telling women, its okay to be a wife, but take a look at your life and make sure your husband isn’t demanding and expecting too much from you as his wife. She ends her argument with a very emotional statement â€Å"My god, who wouldn’t want a wife† (443). The article is really inspiring and gets you thinking. Women have so many roles and are overlooked in so many ways, or just expected to do act this way because of society. I am very thankful for Judy Brady being such a strong activist for us. I am also a wife and mother and it’s great to be living in a time where I am seen equally in our relationship. There are no gender related roles in our marriage; we chip in equally where it is needed. So for me Judy’s simple words are extremely effective in changing many opinions of what a wife should be.

Childrens Drawings

What do children’s drawings tell us about children’s minds? The topic of children’s drawings and their relation to a child’s cognitive processes, particularly thoughts is a topic of great interest. It is widely believed that children often express feelings, thoughts and messages which they cannot express through words through drawing pictures. This essay reviews previous research conducted on children’s drawings and aims to assess what exactly it tells us about their minds and what messages they are putting down in drawings.Following an overview of drawing and the cognitive development, this essay evaluates a selection of relevant research studies into children’s drawings and minds and aims to understand some specific symbols which are often drawn by young children and the meaning of these graphic images. According to Thomas & Silk (1990), children’s drawings have a variety of different purposes varying from bringing pleasure and enjoy ment to themselves, decorating walls and expressing feelings and showing others how they feel about certain objects or people. N. R.Smith (1973) believes that the child begins the drawing with no intention or symbolisation, but as the drawing progresses a pattern is made and the child sees a representation and then proceeds to make the rest of the drawing shift towards this representation and builds on that. The basic pattern of children’s development of drawings begins at scribbles which appear from 12 months. The scribbles are non-representational and just involve the progressive control of movement. These scribbles tend to be viewed as gestures rather than drawing in true sense of the world according to Vygotsky.Arnheim (1956) believes that the earliest scribbles are a motor impulse, this simply means the child has no intention to draw a representation of an object or event it is just a coincidence. They begin to progress from 20 months of age where the scribbles being to become representational and the marks stand for whole objects. Cognitive psychologists tend to search these scribbles for visual resemblance where they attempt to make some sense of it. There is often some intended meaning within the scribbles, for example dots representing foot prints but not true representation.Symbolic pictures start to appear around 3 years of age where children begin to understand that pictures represent objects and begin to start drawing simple pictures of people. Over time more realistic pictures are drawn around 5/6 years old and at 6/7 years old children begin to use size, position and composition to show depth, those of which allow more natural representations of the real world and tend to have a more significant meaning. Luquet (1927) and later on Piaget & Inhelder (1969) invented the Stage Theory of Drawing.This is the belief that drawings are external representations of the child’s internal model which is their mental picture. The stage theory co nsists of four stages. The first stage is fortuitous realism which occurs at 1. 5-2. 5 years old and consists of labelling objects in scribbles. The second stage is failed realism (2/5-5 years old), representational intention but tends to be inaccurate. The third stage being intellectual realism (5-8 years old), drawing what the child knows rather than what they see and the fourth stage, visual realism which is beyond 8 years old which is where the child actually draws what they see.There has been evidence to back up the stage theory, for example Freeman & Janikoun (1972) conducted a study in 1972 on 5-7 year olds. They were asked to draw a mug in front of them which had the handle out of view. Results found that under 8 year olds who would be in the intellectual stage drew the mug which included the hidden parts as they would be drawing what they knew, whereas the 8 year olds and over who would be in the Visual stage drew only what they could see.However the stage theory has been c riticised for the stages being too rigid leading to underestimating the child’s ability. Barret, Beaumont & Jennett (1985) also found that instructions can have an impact on the child’s drawing. They found that if children were given standard instructions, i. e. just telling them to draw what they can see, only 11% of drawings would be correct whereas if they were given explicit instructions, i. e. draw exactly what they can see and look at it very carefully in order to draw it as you see, 65% of drawings were correct.It is also argue that the stage theory can vary over different cultures. The human figure is a drawing particularly investigated as it is regarded to be a way in which children express something about themselves. Researchers believe they can explain a child’s personality and their current emotional state. Tests were created to investigate this, for example the Kinetic Family Drawings Test claimed to measure how children felt about the topics in the drawing and their wider environment.However further research was conducted to assess the reliability and validity of this test and results proved to be quite poor meaning the test was not a reliable indicator of children’s emotions and drawings. However it is the more recent research which is providing evidence that children’s drawings do show children’s feelings as they tend to focus more on particular drawing styles, drawing size and colour which show that the drawings can be investigated systematically (Burkitt, 2004).This can cause some confusion though because it is difficult to understand what aspect of emotion a child is conveying through a large or small figure, however as this topic is increasingly looked it, it is coming to the conclusion that if the child is feeling happy and feels positive towards the figure they are drawing then the figure size tends to be larger whereas a smaller figure will be used if the child is feeling negative. This is useful in understanding how children are feeling simply by analysing their drawings.Children’s drawings are often described as a mirror of a child’s representational development, meaning that as children grow older they develop more complex and representational strategies of drawing. These are also furthermore differentiated by gender. A study conducted by Cherney et al. (2006) collected drawings from 109 5-13 year olds of the child’s family and school. The results showed significant age and gender differences revolving around the amount of detail included in the drawings of the school showing that females included more.The drawings also showed stereotypical drawings between males and females pictures showing that genders represent families differently. The drawings of the families suggested that the female’s drawings may represent their experiences with family relationships and they tend to value these relationships more than males. These results also showed t hat with age, the drawings became more realistic which supports the findings of several previous studies on drawing development with age leading to more representational drawings.Girls also drew the female figures taller than the boys which may be reflective of how she feels about the relationships in her life and that she values her fellow female friends more dearly. The taller figures can also indicate high self-esteem. It is suggested that differences in motor skills may confound the findings. The colours used in children’s drawings can also help play a part in discovering the child’s mind. For example Dr Winter (2006) states that when a child draws in dark colours such as black and grey, it does not immediately mean that there is something wrong with the child, however if the child is onstantly using black, grey and other dark colours in favour of other brighter, cheerful colours, it could suggest the child has some sort of problem which is worth investigating. A s tudy by E. Burkitt & A. Davis (2003) was conducted to investigate the use of children’s colour choice in drawings and how these colours related to what they thought of the drawings. It consisted of 330 4-11 year olds. It was found that children used the colours which they preferred more to colour in the objects they thought to be nice and used their least favourite colours for the objects they thought to be nasty.It was also found that the colour black was the most frequently used colour used for the negative images. These findings help interpret children’s drawings just by looking at what colours are used and this will help give an understanding of the child’s thoughts on the object. So in general children’s drawings which use bright and bold colours tend to be viewed as positive and assume the child is experience happy cognitions whereas when a child uses dark colours it is assumed that the child may be experiencing distress and negative cognitions.Howe ver Burkitt (2003) criticised this and argued that when a child uses a dark colour it may not necessarily mean they are expressing a negative attitude, it could simply be that the child favours this colour and they want to express this in their drawing by using their favourite colour. The things that children may not be able to tell themselves can often be found through interpretations and observations of their drawings of graphic symbols.Previous research found the main and clearest signs found in drawings are over sized ears without earrings which could suggest the child is experiencing some sort of verbal abuse in their life, big hands in a drawing suggest that the child is experiencing some sort of physical abuse and aggression, if a drawing of a person has no mouth it is suggested that the child finds it difficult to communicate and drawings of a person with jagged teeth, spiked fingers and hair relate to aggressive behaviour.However to properly interpret children’s draw ings, these patterns must be consistent over time and not just occur once otherwise it is highly likely it will have no meaning or representation and is just a random occurrence with significance at all. Wales believes that as we begin to summarize characteristics of children’s drawings and watch them develop and change throughout childhood we soon see that the observations that are made on the hildren’s drawings are in fact the product of our own interpretations and what we believe the picture is showing. The question of how children draw pictures which differ so much from adults is a major question which often causes debates such as is there actually a message there or is it just a typical child’s drawing which has no significance or meaning whatsoever.Many questions arise involving this research area once people attempt to make sense of children’s drawings, however many people believe children’s drawings should be left as they are without invest igation as they believe it is mysterious and imaginative. The research looked into for this essay has shown that the main indicators used in children’s drawings which help to understand children’s thoughts, messages and emotions are the colours used and the figure size.The research into children’s drawings in relation to children’s minds has found many results showing that drawings do relate to the child’s cognitions however all research into interpreting children’s drawings and what it tells us about their minds can be criticised because it could just be that the child enjoys drawing something particular and their decision to draw what they are drawing is always influenced by their own knowledge of the object and their own thoughts and interpretations on the object and what bits are important about it.The drawing is a representation of how the child sees the world themselves and it is thought that to alter this information by adding adult i nterpretations and to investigate more into it is a shame. As the child’s cognition capacity increasing, children are more able to express representations as they move from simple drawings, to complex drawings. It is difficult to conclude whether these drawings actually represent something to the child or whether it is simply our own interpretations and representations. References Barret, Beaumont & Jennett. (1985).The effect of instructions on view-specificity in young children’s drawing and picture selection. The British Psychological Society, 8 (4), 393-400. Burkitt, E. & Davis, A. (2003). Children’s colour choices for completing drawings of affectively characterised topics. Journal of Child Psychology and Psychiatry and Allied Disciplines, 44, 445-455. Burkitt, E. (2004). Drawing conclusions from children’s art. The Psychologist, 17, 566-568. Cherney et al. (2006). Children’s drawings: A mirror to their minds. Educational Psychology, 26 (1), 12 7-142. Chia, N. (2006, October 26). Understand your children through their drawings.LESNET Web Blog. Retrieved December 12, 2012, from http://www. lsesnet. com/blog/? p=28 Freeman, N, H. & Janikoun, R. (1972). Intellectual realism in children’s drawings of a familiar object with distinctive features. Child Development, 43 (3), 1116-1121. Grieve, R. & Hughes, M. (1991). Understanding children. 140-144. Luquet. (1927). Stage Theory of Drawing Meadows, S. (1993). Children’s drawings. The child as a thinker. The development and acquisition of cognition in childhood. 94-96. Thomas, G. & Silk,A. (1990). An introduction to the psychology of children’s drawings. Hemel Hempstead: Harvester Wheatsheaf. Self-Reflective Assessment 1/ How did you search for and identify suitable reading for this assignment? Has your reading been sufficiently wide enough and does it make good use of peer-reviewed sources? I used Google scholar, e-library, books from the library and the refere nces provided in the lecture PowerPoint slides to find suitable reading on children’s drawings and children’s minds and it was sufficiently wide enough. All readings were suitable and related to the essay question. 2/ How does your Introduction orientate the reader? How well do you identify the purpose and scope of the essay, and outline your thesis?My introduction orientates the reader because I stated what the essay was about in general and I stated how it has been addressed by previous researchers. I identified the purpose of the essay well as I addressed the main issue of how it is believed that children’s drawings can explain a child’s cognitions. My thesis was outlined well as I summarised the structure of the essay and what it will include. 3/ What evidence have you used to support your argument and the points or claims you make? Are your sources reliable, and have you cited these at appropriate points throughout the essay using APA style?I used AP A style to cite my sources throughout my essay. I have used evidence from previous studies conducted, journals and books to support my arguments and points made. These are all very reliable sources and have been put in my reference section also. 4/ How well have you critically evaluated your material? I tried to criticise and argue to an extent against as many points and argument as I possibly could in my essay so that more viewpoints come across giving me more to evaluate. 5/ How well have you answered the question and avoided unnecessary digression or irrelevant content?I believe that all of my contents are relevant to the question in one way or another. Every point relates back to what the children’s drawing can tell us about their mind and tried also to explain why when possible. 6/ How well does your conclusion summarise the overall argument and round off the essay? The conclusion summarises the overall argument well as it includes all the main, important parts from each study rounded up into one to make an overall conclusion. The essay is rounded off with a final and straight, simple answer to the essay question. .