Costly Business Case Utilities Co.

A Doll House marriage essays

A Doll House marriage essays Dramatists use marriage in their works to demonstrate the emotional struggle it takes for two people to stay truly in love. There are three main qualities of marriage: communication, love in action, and selflessness. Ibsen clearly portrays these qualities in his play, A Doll House. In this play, the two main characters going through a marital struggle are Nora and Torvald. The actions they take throughout this play determine the fate of their marriage. Communication is a big part of marriage. If there is no communication in a marriage it is much harder to stay in love with the other person. Toward the end of the play, Nora discovers her lack of communication with Torvald. Torvald likes to keep himself distant from Nora. He has his own study which she is not allowed to enter unless she asks his permission. Most of the conversation seen throughout the play is Torvald calling her his little squirrel and other pet names. At the very end of the play, Nora herself admits that they have not once had a real conversation in their eight years of marriage. This lack of communication causes Nora to take one step closer to the door. Another main part of marriage is love in action. These are the actions one takes because of the love they possess for their partner. Nora demonstrates this in one of her visits with Dr. Rank. Nora and Dr. Rank have been close friends for many years. He comes to her house to visit her just about everyday. On one visit, however, things did not go as they normally do. While sitting together Dr. Rank tells Nora that he loves her and that he has always loved her. He asks her if she will go with him, because she doesn't seem happy with Torvald. Nora loves Dr. Rank, but just as a friend. She couldn't think of being unfaithful to Torvald and leaving him for another man. Even though she wasn't fully happy there she decided to stay for Torvald. Nora may have considered the love she devoted to him as she took her final st ...

Population growth Essay Example | Topics and Well Written Essays - 1000 words

Population growth - Essay Example (high birth rate) (Keyfitz 1-75). THESIS STATEMENT This paper intends to provide a brief idea about the concept of population growth, along with the merits and demerits of this particular aspect in the Canadian context. POPULATION GROWTH IN CANADA This part of the paper will specifically highlight the rate of population growth that has been observed. With the aid of proper analysis it has been noticed that in the year 2011; 33,476,688 people were listed in the census. This particular figure indicated almost twice the figure as compared to the year 1961 and around 10 times higher as compared to the 1861 Census. Between 2006 and 2011, Canada's population has been estimated to take a leap by 5.9%, which was slightly up as compared to the previous period of 2001 to 2006, when it took a leap by 5.4%. Canada's population growth, which was recorded between the years 2006 and 2011 depicted to be highest among all the G8 countries (Canada, France, Germany, Italy, Japan, Russia, United Kingdom , United States and The European Union) which are considered to have the largest economies in the world, as compared to the population growth rate in the previous period i.e. (2001 to 2006). ... However, the rate of Ontario's population growth has been seen to slightly decline during the past five years period to 5.7%, it was recorded as the lowest ever decrease in the level since the period between 1981to1986. Between the years 2006 to 2011, highest rate of population growth in Alberta were located. The growth in population was not only observed by Canada but most provinces met with a leap in the population rate between the years 2006-2011. In the entire metropolitan part along with non-metropolitan areas of Canada, large amount of population growth has been observed. The overall population growth was registered as an increase of 7.4 % in the year 2006 (Canada.gc.ca, â€Å"The Canadian Population in 2011: Population Counts and Growth†). Thus, from the above results, it has been learned that the population growth in Canada has been quite high and similarly other G8 countries also had variable amount of growth rate in terms of Population but Canada seemed to have the h ighest amount as compared to other nations. TRENDS OF POPULATION GROWTH IN THE WORLD The concept of population growth can be argued to pose certain problems in the world economy. With every increase in the birth rate when compared with the decreased death rate, the economy of a particular nation may have to face numerous issues pertaining to economic growth. Mostly less developed countries are likely to be effected with high rate in population growth (Haub, â€Å"Fact Sheet: World Population Trends 2012†). A diagram representing the trends of population growth which shows the possibilities of increase in population by the year 2050 has been cited below: Source: (Haub, â€Å"Fact Sheet: World Population Trends 2012†). Less developed

How women experience battering Essay Example | Topics and Well Written Essays - 250 words - 1

How women experience battering - Essay Example At the same time, social ostracism, shame and sense of hopelessness discourages them to question the violence in the relationship. Another critical issue and probably the key factor that continues to hound women is their lack of confidence in their ability to survive without their partners. They often submerge their identity in order to maintain social norms and therefore become economically and emotionally dependent on partners who abuse them. Moreover, Battered women often fail to perceive the abuse as an act that needs to be addressed urgently and therefore become victims of circumstances. The abuse is also so discordant with their expectations of love filled life that they refuse to acknowledge it as such (Ferraro & Johnson, 1983). This results in low self esteem, depression and apathy that dissuade them to rationalize the violence as such and take corrective measures. Indeed, often lonely future also becomes crucial issue which does not let them take risks and remain in abusive

The Social Concept in Terms of Culture and Norms Research Paper

The Social Concept in Terms of Culture and Norms - Research Paper Example To begin with, it is imperative to define the exact nature and importance of these strategies in the context of the concert hall. Interpretive strategies spring from that aspect of a field’s study which seeks to define the same in the context of an individual’s life and link the same with various factors at a regional, international and global level. (Norberg - Schulz,1996; P 414 – 428) The role of an interpretive strategy in the case of the two concert halls discussed here is to bring out a variety of features in the structural implications of the building. These features have been further discussed below. One of the major features of an interpretive strategy lies in its ability to transform a space and transport an individual to a place beyond the structure where the building and the individual in question are in perfect tandem as far as everyday activities and a sense of drama in this everyday life are concerned. This has been termed as Hermeneutics. (Hale, 20 00; P 213 – 233) On a more technical grid, the term hermeneutics adheres to the play of a person’s sense of aesthetics when regarding the two concert halls discussed in this paper. The finer point shows that the hermeneutic tradition helps create a platform where a person may experience the concert hall as an extension of his or her daily living. This is an important point made by the term ‘modern aesthetics’, which cater to more than a marriage of fine art and engineering for positive structural implications in the concert hall.

How to Write and Produce a Dissertation

How to Write and Produce a Dissertation Introduction While the course work is an important part of any doctoral program, it is the dissertation that is uniquely you. The topic chosen should be one that interests you, and that represents an area of study that you can use to identify you as one with special expertise in a particular area. Therefore, it is very important to proceed with forethought into the dissertation process. Choose the topic with care. Also be sure to choose your advisors carefully, as they will be your guides and mentors. This guidebook has been designed to provide you with the information you need to successfully complete this process. Read and follow it carefully. You are responsible for understanding and applying its contents. Research Criteria To produce a dissertation of which you and your school can be justly proud, it is essential that your dissertation meet certain quality standards that are generally recognized in graduate education. The following policy statement, by the Council of Graduate Schools, indicates in general terms what is expected. The document (doctoral dissertation) should demonstrate breadth of scholarship, depth of research, and ability to investigate problems independently and efficiently. It (dissertation) must be a significant contribution to scholarship. It should reveal the students ability to analyze, interpret, and synthesize; and demonstrate thorough knowledge of the literature relating to the project More specifically, the faculty of the School of Education has adopted the following criteria indicating that the doctoral research should: Present the relevance of existing theories to the problem. Include an original and unique dimension which builds on cited research. Enable the candidate to enter the national or regional debate. Be sufficiently broad from which to generalize to a larger audience. Acculturate the candidate to differing academic communities. Encourage the continuation of scholarly activity. Reflect the methodology appropriate to the type of research commonly found in dissertations. Dissertation Topic and Committee How do I get started? How is my committee formed? The first steps in producing a dissertation are (1) the selection of a topic (2) the selection and appointment of a research advisor and (3) the selection and appointment of a research committee to provide advisement throughout the process. Dissertation Topic Early in your doctoral studies, you should be thinking about research topics that interest you. Keep a notebook of ideas as they come to you. As you read for your various classes, add to or delete from your notebook of ideas. Talk informally with your professors. Find out their interests. Discuss- ing your ideas for potential dissertation topics with several faculty members helps you in selecting your topic and in choosing a committee. As your ideas about topics and committee members crystallize, you will want to discuss them with your adviser  and department chair. The topic you eventually select must be a topic useful to you and a topic of interest to a faculty member willing to serve as your advisor. Final selection of your topic will not occur until your coursework is nearly completed. You will need to consider such factors as the relationship of  your topic to your field of specialized study. Select a topic related to an area of academic strength in which you can conduct research responsibly. Finally, be sure that adequate La Sierra University resources are available for the support of the research, such as faculty guidance, library holdings (or access to relevant documents), and laboratory facilities. The Research Advisor The dissertation committee chair is the first member of the committee selected. The responsibility for  assigning a chair ultimately rests  with the dean, but you have the initial responsibility to find a chair  that is willing to work with you and is interested in your topic. This  chair must be a faculty member within  the School of Education and is usually an individual in your major department. Because it is important to have a chair who has an interest in your  proposed topic, you should have a  chair assigned before you enroll in  the final research methods class, EDRS  704. Finally, make your formal request for the  assignment of the chair to the dean. Dissertation Committee Your dissertation committee must contain at  least three members. The membership shall consist of a chair, one additional faculty  member from within the School of  Education, and one faculty member that may be within the larger La Sierra University faculty, or possibly a faculty member in  a different University. Approach potential committee members directly asking about their relationship to  your possible topic and whether they would have an interest in serving on  your committee. When you have agree- ment from all your potential committee members, be sure to report back to the dean for  final assignment of your committee. The chair carries the primary responsibility for guiding you through your dissertation and is the person  with whom you work most closely. An  easy, working relationship with your  committee chair is most important. The responsibilities of the chair are to: (1) provide guidance for the disserta- tion proposal and act as chairperson  during the committee meetings, (2) supervise completion of the disserta- tion, and (3) act as chairperson of  the final oral defense. The responsibilities of the committee members are to: (1) provide additional advisement to the student and/or act as a chairperson in the absence of the chairperson, (2) serve on a committee to read the dissertation proposal and participate during consideration of the proposal, and (3) serve on a committee to read the dissertation and participate during the final oral defense. In addition to the three (or more)  committee members, each dissertation The Proposal What is the proper format for a proposal? What are the steps in getting a proposal approved? The proposal serves as a contract between the student and the dissertation committee that, when approved by all parties, constitutes an agreement that data may be collected and the study may be completed. As long as the student follows the steps outlined in the proposal, committee members should be discouraged from demanding significant changes to the study after the proposal has been approved. Naturally, it is not uncommon to expect small changes, additions or deletions, because one can never envision the unpredictable turns that studies can take. The dissertation proposal is designed to show the purpose and organization of your research. The proposal gives your committee enough information to determine whether the topic your are investigat- ing and the procedures you will be using will be appropriate. Proposal Development The Research Methods Class, EDRS  704a or 704b, is designed to help you understand the process of writing a  formal research proposal and, hopefully, in the class you will have  completed or nearly completed the  research proposal. Regardless, this class will be a valuable resource,  although final proposal approval is a responsibility of your committee. Proposal Format and Content In both the proposal and the dissertation you are   to follow the latest edition of The School of Educa- tion Doctoral Dissertation Handbook and the American Psychological Association Publication Manual, 5th edition. Unless otherwise indicated by your committee, your proposal will generally consist of the follow- ing chapters and sections: Chapter 1 Purpose and Organization Introduction and background of the study Statement of the problem Purpose of the study/significance of study Theoretical foundation Research questions and null hypotheses Limitations and delimitations Definition of Terms Summary and outline of the remainder of the proposal Chapter 2 Review of Related Material Include an overview and description of represen- tative literature that supports the methodology used in the research. For certain types of research (such as statistical or clinical studies) this may require a brief description of procedures and instrumentation of previous studies. This review is not expected to be as extensive as the completed Chapter 2 in the final dissertation. A typical outline for this chapter is as follows: Summaries and critiques of previous studies Analysis of theories which bear on the studies Unresolved Issues, significant  problems or questions requiring further study. Evidence that the specific study proposed arises out of needs demonstrated in this chapter and that the proposed study could fill in gaps or add to substantive or theoreti- cal understanding Summary Chapter 3 Research Methodology Listed below are the most common sections to be included in this chapter. For some studies such as historical, philosophical, or  developmental studies, other items would be proper. Introduction Population and sample Description of instrument(s) Research procedures and time period of the study Analytical procedures to be used to attain the objectives, test the hypotheses, or respond to the research questions of the study Summary Preparation of Your Proposal You must prepare your proposal in a logical, polished form. Your committee judges your fitness to conduct research on your topic based on the quality of the proposal. If you have any problems with the English language, we advise you to employ the services of  an editorial assistant who can aid you in presenting to your committee polished prose in approved format and style. Your committee is not respon- sible to be your editor or writer. As a researcher, these responsibilities are yours. Committee Involvement During the preparation of your proposal you have opportunity to establish a working relationship with your committee chair. First submit all drafts to your committee  chair for evaluation and comment. After your committee chair has given approval, share the draft with the  other members of your committee. You must maintain this approach throughout the writing of the dissertation. When both your committee chair and the members of your committee have had opportunity to evaluate your proposal, request your committee chair to call your committee for formal consider- ation of your proposal. For this meeting, you must furnish one copy of your dissertation proposal to your committee chair and each committee member. Your committee, in formal face-to-face meeting discusses your proposal and questions you on any parts they believe may need revision. The committee will then discuss whether or not they will give approval to your proposal. They may or may not invite you to remain for this session. Consult with your com- mittee chair. Faculty Research Specialist Each dissertation committee shall receive formal input, in writing, from a faculty research specialist prior to the time of proposal approval. Institutional Research Board (IRB) If you are conducting research involving human subjects as part of your degree program, you must submit a proposal of research to the Institution of Review Board (IRB) for approval. This proposal includes: a general summary of the purpose of the study, a detailed description of the study, the letter of informed consent to be signed by the  subjects or their parents/guardians, and the copies of tests to be administered (if other than well- known standard tests). Detailed guidelines concerning this proposal are available in the office of the chairperson of the IRB. A report from the IRB should be attached to the final approved proposal. 6 Only after approval of your proposal are your  ready to begin collection of the data for the dissertation itself. Dissertation How does my committee function? What is the role of consultants? What are the contents of a dissertation? An excellently produced dissertation will demon- strate your familiarity with the literature pertinent to the topic, demonstrate your competence to conduct independent research and present a logically organized and readable account of the investigation, its findings, conclusions, and impli- cations. It should focus on a clearly defined  problem of strong importance to the profession and employ well planned and executed acceptable research techniques. Working with the Committee The chair of your dissertation committee carries the primary responsibility for guiding the disserta- tion and holds the prerogative of deciding when draft copy is or is not ready for examination by the other members of the committee. The preferred method of dissertation development in the School of Education is chapter-by-chapter submission to the committee, however, the committee chair has the privilege of choosing another procedure with the consent of the committee. When your committee chair has cleared a  chapter or section, prepare copies to present to the other members of your committee. After receiving their response, move on to the next chapter or section. It is well not to begin a new chapter for your dissertation until you resolve all questions on the previous chapter. If you have not heard from your committee members within a reasonable period, consult with your committee chair. In qualitative research, questions will continue to surface until the end of the study. Therefore, work  on several chapters may proceed simultaneously. Plan to pace your submissions to your committee  chair and members. Professors should be given opportunity to read you material thoughtfully. Plan on approximately two weeks time. Do not  expect committee members to respond to your time schedule. Working with Consultants It is possible that you may wish or need to  consult with individuals with special expertise such as statisticians or editors. Use such consultants discriminatingly to assist in developing your own understanding of and ability to communicate the various dimensions of the study. Arrangement of Contents Every dissertation consists of three parts: prelimi- nary pages, text, and reference materials. In addition, it must have an abstract. All the pages of these parts occur in a certain order and are counted and/or numbered according to specific rules. The following outlines incorporate a step by step excursion through the skeleton of the dissertation. Not every dissertation will need every heading. Some dissertations, on the other hand, may need  to add headings not mentioned here or subdivide some of these. Keep in mind there is no standard outline all dissertations are required to follow, however, this is a suggested guideline. It must be understood that this outline may not be suffi- ciently comprehensive to fit all studies and that modifications, deletions, or additions may be made  as needed. Quantitative Dissertation The following items are normally in a quantita- tive dissertation. The items to include and the location of the items within sections may vary. For more detailed descriptions regarding each section, refer to published guide books to a doctoral dissertation. Front Matter Title page Abstract Acknowledgments (optional) Dedication (optional) Table of contents List of tables, figures and illustration Chapter 1 Purpose and Organization Introduction and background of the study Statement of the problem Purpose of the study/significance of study Theoretical foundation Research questions and null hypotheses Limitations and delimitations Assumptions and definition of terms Organization of the document Chapter 2 Review of Related Material Introduction Summaries and critiques of previous studies Analysis of theories which bear on the studies Unresolved issues, significant problems and  unanswered questions requiring study Evidence that the specific study proposed arises out of needs demonstrated in this chapter and that the proposed study could fill in gaps or add to substantive or theoreti- cal understanding Summary Chapter 3 Research Methodology Introduction Population and sample Description of instrument(s) Research procedures and time period of the study How the data are to be analyzed to attain the objectives, test the hypotheses, or respond to the research questions of the study Chapter 4 Results (or Findings) of the Analysis of Data Introduction Results (of findings) regarding the first hy- pothesis, or question being investigated   Results of findings regarding the second (and others in sequence) Results regarding interactions, if any, among the hypotheses or research questions  Results and findings on matters not planned as  part of the study but which were uncovered in the investigation course and which are relevant Summary Chapter 5 Conclusions, Implications and Recommendations Introduction Conclusions drawn regarding the hypotheses, or research questions as stated in Chapter 1 (Each is dealt with as a topic separately. If  there are interactions among some or all of the objectives, hypotheses, or research questions, those interactions are treated as separate topics.) Summary Recommendations for further studies and programmatic recommendations End Matter Reference and notes Appendices Qualitative Dissertation Qualitative dissertations are field focused and therefore allow the researcher to approach writing the dissertation with flexibility in format. For more detailed descriptions regarding each section, refer to published guidebooks to a doctoral dissertation. Front Matter Title page Abstract Acknowledgments (optional) Dedication (optional) Table of contents List of tables, figures and illustration Chapter 1 Introduction Background, history and/or theoretical orientation of the study Purpose of the study Description of the site Questions in the study Importance of the study Chapter 2 Review of the Literature Analysis of previous related studies Analysis of related theoretical literature Relationship of the literature to the current  study Chapter 3 Methodology Description of the study Research design (The research design will be planned in cooperation with the doctoral committee.) Analysis Chapters 4+ Presentation of the Findings These chapters will present the findings in a  manner appropriate to a given study. There may be one or several chapters needed to present the study. Arguments will be well formed, insightful and grounded in the  study. Theoretical arguments will be formed from the data and presented in a coherent  and informative manner. Final Chapter Conclusion This chapter will present the conclusions drawn from the study, relate the findings to broader theoretical issues, critique the precess used, and describe implications which could affect other similar sites. End Matter Reference and notes Appendices Form and Style What are the typing rules for my dissertation? Who is the final authority on form and style? What kind of paper do I use? The School of Education Doctoral  Dissertation Handbook must be used in conjunction with the American Psycho- logical Association Publication  Manual, 5th edition. Where there are  discrepancies between the APA publica- tion manual and The School of Education Handbook, the doctoral disserta- tion handbook is to be followed. Production Dissertations shall be produced by a word processor. All dissertations are to be printed in black ink, using standard 10-12 point fonts, and using only one side of the page. Text must be clean, straight, and dark enough to be read and duplicated easily. Final copies must be laserprinted. Paper All copies shall be produced on standard size 8-1/2 x 11 paper. For draft copies, use white bond of at least 20 pound weight. Final copies shall be run on high quality paper; 20 pound bond with at least 25 percent rag content. To insure longer shelf life, use an acid-free paper with a minimum of 2% alkaline reserve. Margins The left-hand margin must be 1 1/2 inches and all other margins must be a full 1 inch. The initial page of a chapter or a major section (i.e., table of  contents, references, etc.) has a 2-inch margin at the top of the page. Absolutely nothing may be outside of these margins, except for the page  number. Do not use right or full justification. Page Numbering Preliminary pages Preliminary pages that precede the main text are numbered with lower case Roman numerals. The  title page is not numbered but is  considered as the first page. If you  elect to register a copyright, enclose a copyright page, but do not number it or include it in the pagination sequence. Subsequent numerals are centered 3/4 inch from the bottom edge of the paper. Main text All pages are numbered at the top, 1 inch from the right margin, above the  text. The first page of the disserta- tion text is page 1. All pages must be numbered consecutively. To keep their location and size uniform throughout the disserta- tion, page numbers are added after reducing tables or figures.

Free Essays: Odysseus of the Odyssey and Moses of Exodus :: comparison compare contrast essays

Odysseus of the Odyssey and Moses of Exodus The Book of Exodus is considered to be an epic poem as by definition. An epic poem as defined by Funk and Wagnalls is a poem celebrating in stately, formal verse the achievements of heroes, gods, and demigods (426). The Book of Exodus as well as the entire Bible was written in the form of an epic poem. Major characteristics of epic poems are that there is always a heroic figure. Moses is indeed comparable to Odysseus, the heroic figure in the Odyssey. Although both men had different purposes they are still considered comparable according to the definition of an epic. Like Odysseus, Moses was at one with the gods. In Moses' case it was only one almighty god. Moses had a special covenant with God. It was as if Moses was Gods' body on earth. Moses spoke Gods' words and acted upon his request. Moses possessed many characteristics that made him a great man. In the Exodus there were many examples where Moses showed his great wisdom. He also possessed somewhat magical power given to him by God. He also had a divine purpose in life. Moses was on a "mission from god" so to speak to deliver his people from bondage. His mission was similar to those of other typical epics. It was of course a very dangerous and exhausting journey that lasted a very long time. There were many obstacles to overcome as well as internal affairs among the Hebrews. Moses was born a Hebrew but was raised as the prince of Egypt. Just like Odysseus, Moses was a man of nobility. Moses did not know he was a Hebrew until he was a much older man. He was living a lie without even realizing it. "And it came to pass in those days, when Moses was grown, that he went out unto his brethren, and looked on their burdens: and he spied an Egyptian smiting an Hebrew, one of his brethren (Exodus 2. 11). It was then that Moses realized who he was, but he was still unaware of his destiny to lead his people out of bondage. When Moses realized who he was he fled to the land of Midian. Free Essays: Odysseus of the Odyssey and Moses of Exodus :: comparison compare contrast essays Odysseus of the Odyssey and Moses of Exodus The Book of Exodus is considered to be an epic poem as by definition. An epic poem as defined by Funk and Wagnalls is a poem celebrating in stately, formal verse the achievements of heroes, gods, and demigods (426). The Book of Exodus as well as the entire Bible was written in the form of an epic poem. Major characteristics of epic poems are that there is always a heroic figure. Moses is indeed comparable to Odysseus, the heroic figure in the Odyssey. Although both men had different purposes they are still considered comparable according to the definition of an epic. Like Odysseus, Moses was at one with the gods. In Moses' case it was only one almighty god. Moses had a special covenant with God. It was as if Moses was Gods' body on earth. Moses spoke Gods' words and acted upon his request. Moses possessed many characteristics that made him a great man. In the Exodus there were many examples where Moses showed his great wisdom. He also possessed somewhat magical power given to him by God. He also had a divine purpose in life. Moses was on a "mission from god" so to speak to deliver his people from bondage. His mission was similar to those of other typical epics. It was of course a very dangerous and exhausting journey that lasted a very long time. There were many obstacles to overcome as well as internal affairs among the Hebrews. Moses was born a Hebrew but was raised as the prince of Egypt. Just like Odysseus, Moses was a man of nobility. Moses did not know he was a Hebrew until he was a much older man. He was living a lie without even realizing it. "And it came to pass in those days, when Moses was grown, that he went out unto his brethren, and looked on their burdens: and he spied an Egyptian smiting an Hebrew, one of his brethren (Exodus 2. 11). It was then that Moses realized who he was, but he was still unaware of his destiny to lead his people out of bondage. When Moses realized who he was he fled to the land of Midian.

Bridge Design Process

Bridge Design Process In order to begin we must start our design process with the first step. We have to identify the need. The scenario is that we need to connect two pieces of land or structure so that a car must be able to pass through it. In this project we are to design and construct a bridge for a matchbox car. The bridge must be made of balsa wood and glue only. It must support its own weight, the load of the matchbox car, and additional weights that will be added. Next we must identify what problem is given.In this scenario our problem would be that we have a car that wants to travel between the two areas that the bridge is attached. We have only certain materials that can be used in constructing our bridge. And using those certain materials it must be of a particular size. And once those criteria have been met we must have a strong bridge that will carry the weight of the car and any additional weights placed on it. This bridge must have a truss design. Step three of our des ign process we search for ideas.From our research we know that the triangle is the strongest shape in construction and this is why trusses are made up of triangles. Our bridge must be a truss bridge design. So we have done research as a group and individually on the different truss bridge designs. There are many different truss designs that already exist. So we have done internet research into the trials and tests put on these different designs to see what features are stronger than others. Then we look at the project constraints that are given to us.The constraints that we have are materials, roadbed size, cross section size, span opening, and overall bridge width. The materials can only be balsa wood and glue. Glue can not be on surfaces that are not bonded. The roadbed is where the matchbox car must be able to pass along the bridge. The roadbed must also be able to accommodate the loading block with footprint, which is required for adding weights. There are also measurement const raints on the roadbed. The cross section wood members must not exceed one-eighth by on-eighth inch.Span opening must be approximately four hundred millimeters. The bridge has a minimum width of fifty millimeters with no maximum width constraint. There is no minimum or maximum height requirement. The design criterion is the fifth step in the design process. The criteria would include the cost, reliability, weight, maintenance, appearance, compatibility, safety, noise level, effectiveness, durability, feasibility, and acceptance. Cost is very manageable for our design since the only materials will be balsa wood and glue, which are relatively easy to find.The whole idea for the bridge design was something that could safely carry the weight of the car and the weight of the loading block plus all the weights that will be added. So therefore, when picking the design, we chose something that we thought would be reliable enough to carry all the required weights while safely allowing the car to pass through without flexing or collapsing. We also tried to make our bridge as light in weight as possible for the design because we will be competing for the lightest bridge if ours carries our predicted weight.The design appearance is very symmetrical which is pleasing to the eye. It is nothing too complex, which makes it very acceptable. This bridge is very compatible with any location or environment. Since our design is a very open design the noise level would be minimal since it is not enclosed. It is, overall, a very durable and feasible design. Step six in the design process is to find alternative solutions. Before we came up with our final bridge design we had many alternative solutions to the problem that would fit the need. In our group we have seven members.So we each individually did our own research about the materials, about trusses, and about different bridge designs. After that research we each came up with our own individual bridge design that we thought would be sufficient for the need. We then made a sketch of that bridge in our group journal. Then during our next meeting, we discussed each bridge and the strengths and weaknesses of each bridge. And from all those alternative solutions we came up together, using something from each individual idea, with a bridge design that was the best for the final product.For the analysis part of the bridge, we focused mainly on design. Because this is a truss bridge, and the strongest structural shape is a triangle, we knew that we had to focus on the trusses in the bridge. We did research on the stronger and weaker truss designs. Through our research we found that the bridges that contained more triangles were the bridges that ended up holding up the best to stress being added. Along with the design, the physics behind the trusses were of equal importance.We included a truss analysis along with our bridge to determine if the weight that the bridge has to support will be distributed along the length of the bridge evenly. Other factors that we took into account are how the bridge was going to be loaded. We knew the weight was going to be anchored to the middle of the bridge so we had to make sure that the weight would be evenly distributed to keep from collapsing. Our criteria from our decision matrix came from many different places. Before we each picked a bridge to input into our group journal, we had done a lot of research.We had to research what a truss bridge was and what made them strong. Then we had to incorporate those ideas into our design. So once each of us had picked a bridge that we thought was sufficient for a final product that design still had to convince the other members of the group before it was chosen as the one design for the overall product. The final design was something that we all agreed would withstand the weight. For the specification part our project we have many things. First we have all our bridge ideas sketched in our journal. We then have a deta iled AutoCAD drawing of our final design.And we have a truss analysis of the angles of our trusses in our portfolio. The Bridge Design Process: The Abstract We are given a project, or a problem, where we need to attach two masses with a bridge so that a car may be able to pass through it. The bridge must meet certain criteria and constraints. It must carry the car and added weights and still be safe. But before we can determine a bridge design, we must use our ten step design process to come up with a sufficient design. The following report goes in depth on that process and our decision process.

Short Paper #3. My life with race Essays - Nelle A. Coley, Pedagogy

Short Paper #3. My life with race Essays - Nelle A. Coley, Pedagogy Short Paper #3. My life with race In Mondays class you asked us to write down what we think our race and ethnicity were. On my paper I wrote down my race being (Black) American and ethnicity as African/ Native American descent. The reason I say my race is Black is because thats the class of race they give us in America. 50 years ago the black race was called the colored people, and 50 years before that we were the Negroes. Therefore since the people that came before me who also had the same physical variations as me fought this title in American society, I will gladly and proudly represent it. Now when I was younger race never came to my mind. I always saw people for who they were. And to me they were just well, people. People of different variations to say the least but in the end just people. It wasnt till I reached middle school were the concept of race was really, in a sense, forced upon me. Going to an L.A.U.S.D. public school I was exposed to a lot of things at an early age. I remember girls getting pregnant when I didnt even know what the concept of sex was, but Im getting of topic here. In middle school the hardest class for me to attend was history and the lesson on slavery. Being one of the only two black kids in the class surrounded by white and brown kids made it more horrible. In my younger years my mom already took me to plenty of African American study class growing up so I knew most of my black history. But this never changed my mind on the concept of people. However, it just made me twitch inside and think twice about others when people would laugh when ou r teacher would say the word Negro or nigger in a text. Then after they would laugh, theyd look at me for like a confirmation that it was okay or something (this got me in a couple of fights). It took me a while to understand that this is just the way most people are and how they viewed others in society. To this day I can honestly say, in my 21 years of living in this beautiful and corrupt world, that I have been through a lot. However I am glad that all of these thing have happened to me because they made the person that I am today. But I do have on phrase that gets me kind of frustrated on the inside. It goes like this. A couple of weeks ago I was heading to class. Before I went to class I stopped at the cafeteria where I saw my friend Natalie. She and I left the cafeteria at the same time however, for some odd reason she chose to go the long way instead of cutting across the quad. Therefore when she got to the class I was already in my seat because the rout she chose took almost twice the time it would have took me. So when she sees me in my seat she says, Wow Andrew you got here so fast, its because youre black Just let that sink in What does that even mean?!? Because you chose the longer rout and I chose the shorter rout, then me arriving in class before you did is a racial diff erence This phrase, Its because youre black Is the reason why I know there is slight racism on this campus. When I stop hearing people say this stupid ignorant phrase around school and just in general, then Ill know that society is changing for the better.

Sample Recommendation Letter From Teacher

Sample Recommendation Letter From Teacher Recommendation letters are almost always required as part of the fellowship program or college application process. It is a good idea to get at least one recommendation from someone who is familiar with your academic performance. This person can speak about your desire to learn, your ability to pick things up quickly, your achievements, or anything else that shows you are serious about your education. This sample recommendation letter was written by a teacher for a fellowship applicant and shows how a recommendation letter should be formatted. A Sample Letter of Recommendation from a Teacher To Whom it May Concern,I am privileged to write in support of my dear friend and student, Dan Peel. Dan studied in my classroom and laboratory program for close to three years, during which time I witnessed his tremendous growth and development. This development came not only in the area of business achievement and leadership but in maturity and character as well.Dan entered Whitman at the young age of 16, a precocious high school graduate. At first, he had difficulty accepting his place as a young, less experienced lab member. But soon, he learned the valuable trait of humility and enjoyed the opportunity to learn from his older peers and his professors.Dan quickly learned to manage his time, work in group situations under strict deadlines, and to recognize the importance of a strong work ethic, persistence, and intellectual integrity. He has long since become the most valuable member of my student-lab team, and a role model for his newer classmates.I recommend Dan to your fellowshi p program with absolute confidence. He has made me proud, as his teacher and friend, and I am sure will continue to do so as he grows in your business program and beyond.Thank you for the opportunity of correspondence,Sincerely,Dr. Amy Beck,Professor, Whitman

Amy Kollar Anderson painting Essay Example | Topics and Well Written Essays - 1000 words

Amy Kollar Anderson painting - Essay Example The colors that Amy Kollar Anderson has chosen are interesting because they are mostly red and green. This gives the setting a dark feeling and makes the viewer think that something else is going on in the painting. There seems to be too many leaves on the tree, but perhaps the artists deliberately did this because she wanted to enclose the space above the little girl. The small pieces of the sky that are shown are swirly and made up of colors that do not usually belong with the sky. The designs in the sky appear to be in the form of snakes, and this shape can also be witnessed in the leaves of the tree and also at the base of tree. Maybe the author did not intend to give the viewer a feeling that snakes were hanging from the tree, but that is the first impression that I got from looking at this picture. Moreover, the ground appears to either be made up of rocks or very large snakes. This also spells danger for the girl in the picture, and maybe this is why she has a worried look on her face. I found it interesting that the artist chose not to include any grass in the painting. Grass can be considered as a symbol of peace, and the artist is not trying to convey that message through this painting. I think that the reason why the artist made the little girl’s environment so harsh is so that the viewer would feel sympathy for her. If she had been in a nice pleasant environment, then it would have been hard to understand about her present situation. In fact, the setting of this picture is more important.

Business Law & Ethics Assignment Example | Topics and Well Written Essays - 2500 words

Business Law & Ethics - Assignment Example They also argue that the design of cyberspace disqualifies notice of prevailing law that is critical to the legitimacy of the law. On the contrary, cyberspace members are much better sanctioned than territorial watchdogs to formulate wide-ranging legal policies that would grant appropriate notice to cyberspace members and internalise the expenditures of cyberspace transactions. The regulation cynics assume from these claims that national regulators must â€Å"defer to the self-regulatory efforts of Cyberspace participants† (Thierer & Crew 2003: 31). This paper will challenge the cynic’s claims and their assumptions, or more specifically, this paper will argue that the law of nations applies to the Internet. The cynics have three obvious mistakes. First, they overemphasise the dissimilarities between cyberspace activities and other transnational activities. Both entail individuals in actual space in one national jurisdiction negotiating with individuals in actual space in another national jurisdiction in a manner that at times brings about actual-world damages. Second, the cynics do not address the delineation between mandatory laws and default laws. Their absolute normative argument that self-regulation should be granted to cyberspace makes sense in relation to default laws that, theoretically, private factions can adjust to suit their needs (Spinello 2002). On the contrary, it makes much less logic in relation to regulatory or mandatory laws that, for protective justifications or in order to safeguard intermediaries, set restrictions on ‘private legal ordering’ (Spinello 2002: 101). Lastly, the cynics undervalue the capability of established legal instruments and technology to lighten the regulatory difficulties caused by cyberspace. Cyberspace activities do not naturally permit any more respect by territorial regulators, and are not considerably less opposed to the instruments of